A REPORT 

OF THE SURVEY OF THE 

BINGHAMTON SCHOOL SYSTEM 



BY THE 

STATE DEPARTMENT OF 
EDUCATION 





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A REPORT 

OF THE SURVEY OF THE 

BINGHAMTON SCHOOL SYSTEM 



BY THE 

STATE DEPARTMENT OF 
EDUCATION 



ALBANY 

THE UNIVERSITY OF THE STATE OF NEW YORK 

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REPORT OF THE BINGHAMTON SCHOOL 
SYSTEM 

PAGE 

Foreword 7 

1 Introduction 9 

2 The City of Binghamton . 15 

3 Organization and Administration 19 

4 The School Plant 38 

5 Supervision 61 

6 The Teaching Staff 74 

7 Course of Study and Instruction in the Elementary Schools 85 

8 The High School 1 12 

9 Achievement in Fundamental Subjects as Measured by 

Standard Tests 1 50 

10 Finances 1S3 

[5] 



FOREWORD 

The rei)()i"t of the survey of the school systeni of the city of 
Binghaniton, which was made on the request of the local board of 
education by the State Department of Education, has been pre- 
pared for the public as well as for the school authorities. It has 
been written for the citizen rather than for the student of education. 
It is constructive in its aim. While the report points out some 
weaknesses of the schools, it also commends the strong features of 
the school organization. 

It is unfortunate that there has been frequent change in the mem- 
bership of the board of education. Brief terms of service can not 
insure a continuing and constructive educational policy. Bingham- 
ton has not been generous in the financial support of her schools. 
The salaries paid teachers are inadequate. Nevertheless, rather 
marked progress has been made during the past few years. 

Among the featvu-es which give strength to the school system 
are : a unit program of supervision ; an unusual spirit of coopera- 
tion on the part of the teaching staff ; a wholesome spirit on the 
part of the pupils which is evident from the kindergarten through 
the high school ; close articulation between elementary and sec- 
ondary work ; a unique program of health education ; a high school 
that is an excellent illustration of the cosmopolitan type in which 
all courses are included in one unified organization ; and a broad 
policy of general supervision that keeps in close touch with the 
school organization through frequent meetings of an Executive 
Council which consists of principals, supervisors and heads of 
departments. 

The special study which has been made of the school plant, the 
discussion of the training, experience and inadequate compensation 
of the teaching staff, the analysis of the work of the high school 
from the point of view of the educational specialists follow^ed by 
the reactions of the student-body, and the detailed study of the 
school costs, are some features of the several chapters which will 
without doubt be of particular interest. 

[7] 



8 FOKEW(JKI) 

The whole study, the results of which are given in the several 
chapters, has been made with every care and with the active 
cooperation of the teachers, supervisors, the city superintendent of 
schools and the local board of education. It is confidently hoped 
that this report, which is both analytical and constructive, which 
has been ably and patiently prepared by Mr Wiley and his staff of 
specialists, will be of real assistance to the citizens of the com- 
munity in meeting the school problems of the next decade. It is 
the type of constructive service which I hope the Department will 
be increasingly able to give to the communities of this State. 
Indeed I know of no higher service that the State can give through 
its Education Department than to help each community to develop 
its school system in the best possible way and to enable local initia- 
tive to take advantage of general experience. Moreover the dis- 
cussion of general educational problems will be of more than local 
interest, and for this reason the report may be a distinct contribu- 
tion to our educational literature. 




Commissioner of Education 



INTRODUCTION 

The survey of the Binghamton school system was made by the 
State Dei)artment of Education on request of the board of educa- 
tion of the city of Binghamton. Formal action was taken by the 
board on January 4, 1917. After reviewing the differences of 
opinion which had arisen between the local municipal authorities 
and the board of education relative to the cost of the school system 
and the provision of funds for additional school buildings, the 
following resolution was passed : 

Resolved, That said board of education hereby invites and requests the 
Commissioner of Education of the State of New York to make a full and 
complete survey of the department of education of the city of Binghamton 
and to conduct an investigation into the management of said department and 
the conduct of the schools in said city, and to make such report thereon and 
criticism thereof, as to him shall seem best, after the making of such survey 
and investigation. 

The work of the survey was carried on during the school year 
1 91 7-1 8. The work was outlined and preliminary visits made to 
the city late in 1917. Early in 1918, the Department specialists spent 
several weeks in the field visiting schools, observing classroom 
instruction, testing classroom attainments, inspecting the school 
buildings and evaluating the entire school program in its relation 
to the community activities. The tabulation and interpretation of 
the statistical information and the writing of the separate chapters 
were completed immediately following the actual work in the field. 
Every possible cooperation was given by the board of education, 
the superintendent of schools, supervisors, principals and teaching 
stafif in connection with the work of the survey. Much of the work 
could not have been carried forward successfully and promptly 
without the cordial assistance which was given by the local school 
authorities. 

The following summary of the report gives in brief the features 
of the Binghamton school system as brought out in the survey : 

The population of Binghamton is unique in that the percentage of 
native white inhabitants of native white parentage (62.9 per cent) 
is nearly double the average in New York State. Binghamton is 

[9] 



10 THE UKIVERSITY OF THE STATE OF NEW YORK 

essentially an American city. The educational problem is, therefore, 
less complex than in cities where the percentage of foreign 
population is greater. The industrial life of Binghamton is closely 
related to that of Johnson City and other communities to the west. 
The enormous shoe manufacturing plants draw largely from the 
industrial population of Binghamton. 

The control of the schools is vested in a 'board of education con- 
sisting of five members, one member being appointed each year by 
the mayor of the city for a term of five years. The average period 
of service of the individual member, however, has been, much 
shorter. In less than six? years there have been sixteen different 
members of the board. The frequent resignations and constant 
changes in membership during the past few years have seriously 
interfered with the possibility of any continuous school program. 
The board of education has no control over the budget estimates or 
disbursement of funds. The lack of financial control has often 
meant also the lack of power to fix educational policies. 

All matters relating to educational supervision and to general 
questions of administrative routine are delegated quite properly by 
the board to the superintendent of schools. The entire admmis- 
tration of the schools is under his general direction. The present 
superintendent is a strong executive and keeps in close touch with 
both the administrative and educational phases of the work. 

In the chapter on the school plant there is a brief preliminary 
study of the trend of population in the different wards of the city. 
The changes in population during the ten-year and twenty-five-year 
periods are outlined and illustrated graphically ; this is followed by a 
discussion of the school plant in terms of the conditions found in 
different sections of the city. The proceedings of the board of 
education would indicate that at certain times there seems to have 
been a broad conception as to the need of far-sighted provision to 
meet the demands of the growing school population. Embarrass- 
ment, however, due to lack of financial control, has ' pre- 
vented the carrying forward of any fixed policy with the 
result that in several sections of the city, at the time of the survey, 
schools were very badly congested because of the lack of proper 
accommodations. One of the buildings most recently remodelled is 
without the standard minimum lighting requirements in a single 
room. The total number of points scored by the fourteen buildings 
of the city gives the elementary buildings as a unit a rating of 71.8 
per cent on the basis of a perfect school plant. It is greatly to 



REPORT OF THE BINOllAMTON SCHOOL SYSTEM II 

the credit of the city that during the past few years several modern 
buildings have been constructed. The high school is a typical 
cosmopolitan high school and for the present admirably meets the 
needs of the city. Two large elementary school buildings in different 
sections of the city provide ideal school accommodations and serve 
as community centers. It is a significant feature of the physical 
condition of the school plant that in point of cleanliness and sanita- 
tion, it is seldom surpassed. This is so marked as to be a feature 
throughout the school system, to be noted as quickly in the oldest 
building as in the building of the most modern type. 

For purposes of supervision the school system Is organized as a 
single unit in which there is a logical and continuous development 
of work from the kindergarten through the high school. It was 
apparent to those doing the work of the survey that the carefully 
organized program of supervision is one of the strong features of 
the Binghamton schools. The supervisors oversee not only certain 
of the special subjects but also part of the work which is the 
backbone of the curriculum. A thorough study of the program of 
supervision shows the unusually large part it plays in the daily work 
of the schools. There is every effort toward articulation and 
correlation. In the organization of the work there is no artificial 
line drawn between the elementary grades and the high school. 
Special attention is given to supervised study throughout all the 
schools. 

The teaching staff of the Binghamton schools consists of 314 
teachers and supervisors, and is numerically adequate. In profes- 
sional training the teaching staff in the high school is relatively some- 
what stronger than that found in the elementary grades. Of the ele- 
mentary teachers, 66 per cent are normal school graduates and of 
the high school, 80 per cent are college graduates. Of the elementary 
teacher?, however, nearly 25 per cent have had no training beyond 
the high school. Binghamton has no reason to be proud of the 
salary schedule which obtains throughout the school system. With 
a maximum salary of $1000 in the grades, the median salary is $725. 
With a possible maximum of $1200 for regular class teachers in the 
high school, the median salary of the entire high school staff is $950. 
The salary schedule is not sufficient to attract or to hold the best 
teaching ability. 

The course of study is on the whole admirable. It is based upon 
the controlling principles which determine the courses of study in 
the most progressive school systems in the country. It is calculated 



12 THE uni\I':t-:s[tv of the state of new york 

to meet the real needs of thecommimity and of the boys and girls 
in the schools, being rich, varied and flexible. The various subjects 
are arranged in careful continuity and are correlated with one 
another with a view to the development of power in children rather 
than to the teaching of mere facts. It is administered through a 
daily program which is in essential harmony with accepted practice 
and which assures a reasonably standard presentation of each 
subject throughout the system. It has the advantage also of the 
constant thought, study and activity of the special supervisors. 

With the completion and equipment of the new building now 
under construction and with the additional facilities which will be 
available in some of the buildings under improvement, there will 
probably be an opportunity for some slight readjustments of the 
work in the higher elementary grades by which other optional 
subjects may be offered to the boys and girls of this period of life. 

The actual teaching in the schools as well as the personnel of the 
teaching staff in the elementary schools is somewhat uneven. This 
would be more or less true, of course, of any group of several 
hundred teachers. There are many excellent teachers but in places 
the instruction is poor. Nevertheless, the results attained are uni- 
formly good. This is no doubt due in part to the system of super- 
vision by v^hich the class procedure is more or less controlled. Some 
subjects lack special supervision — arithmetic, geography and his- 
tory — and the inspection of the class work shows that it is weak 
as compared with that in the supervised subjects. Where the work 
is supervised it shows careful direction and very encouraging 
results. Supervision might well be extended to all major subjects. 

In measuring the achievements of the pupils in the schools stand- 
ard tests and scales were used in arithmetic, silent reading, spelling, 
writing and composition. The results of the tests in spelling, writ- 
ing and composition are very satisfactory. In the silent reading 
test which perhaps more than the other indicates the pupils' power 
to think, the results are highly creditable. The results of arithmetic 
tests are not so satisfactory as in the other subjects mentioned; a 
general weakness in all classes in the fundamental operations is 
indicated. 

The high school is well organized. A study of the schedules of 
work shows clearly the cosmopolitan character of the high school 
activities. The school is an excellent illustration of the compre- 
hensive or cosmopolitan type of school organization. All courses 
are included in one unified organization. Vocational, industrial and 
manual work as well as the commercial and technical courses are as 



REl'OUT OF Till". IMNC.IIAMTON SCTIOOI. SYSTEM I3 

much a part of the high school curriculum as the department of 
history, modern languages or sciences. 

The class instruction throughout the high school as observed by 
the specialists was strong. The spirit throughout the high school 
is unusual and is indicative of a most wholesome school atmosphere. 
The classes are reasonable in size, and the program of supervision 
of pupils through class deans is of great service in directing the 
activities of the pupils. The employment bureau, which is a part 
of the administrative organization of the school, is but another illus- 
tration of the attention given to the needs of the individual pupil. 

A feature of the survey of the high school was an analysis of the 
work of the school from the point of view of the individual pui)il. 
The consensus of opinion of the student body as to the manner in 
which the course of study functions is doubtless a reasonably accu- 
rate index of the manner in which the school meets the community 
needs. This study is interesting and indicates that in general the 
pupils are very well pleased with the opportunities offered in the 
school and that they regard its activities as reasonably complete. 

The high school auditorium is a real community center. The 
city is fortunate in having such a completely equipped auditorium 
for high school purposes and for general public gatherings, and is 
to be congratulated on the liberal policy which makes possible such 
wide use of the auditorium for general educational activities. 

The chapter on school costs presents a study of the financial sit- 
uation of the Binghariiton schools under three general heads : first, 
a study of the comparative costs in twenty-three cities throughout 
the northern and middle western states of approximately the same 
population as Binghamton ; second, a similar study comparing school 
expenditures in Binghamton with the cities in New York State from 
30,000 to 160,000 inhabitants; and finally an analysis of the 
Binghamton city budgets for the past six years emphasizing 
especially the percentage of the total budget that has been used for 
school purposes. In general it may be said that Binghamton is a 
prosperous, well-to-do city. The per capita maintenance cost of 
government in Binghamton is relatively high compared with that in 
the twenty-three cities of the same class in other states. The rank 
of Binghamton among these same cities in the per capita expendi- 
tures for the maintenance of schools is low. Binghamton uses only 
33.6 per cent of the expenditures for general city departmental 
maintenance pui-poses for the support of schools, and ranks number 
twenty among the twenty-three cities of the group in this respect. 



14 THE UNIVERSITY OF THE STATE OF NEW YORK 

Among the cities of the New York group Binghamton holds the 
median rank in the per capita payments for the maintenance of 
schools. It would appear that the cities in the New York group 
show a low percentage of general city departmental expenses used 
for school purposes. 

The salary cost per pupil in average daily attendance in the ele- 
mentary grades in Binghamton is slightly below the median cost 
in the fifteen New York cities. While the instruction cost per pupil 
in the high school is relatively higher, the cost is not excessive in 
view of the opportunities offered. The salary cost per pupil for 
the city as a whole is approximately the median cost in the fifteen 
cities in the New York group. The analysis of the total city budget 
for the past six years shows that during this period the percentage 
of appropriations for general city departments, as shown on page 
206", has increased 4 per cent ; for public works, 8 per cent ; but the 
percentage of appropriations for the schools has decreased nearly 
4 per cent. The increase in the total city budget during these six 
years was 143 per cent. The increase in the public school budget 
during this period was 112 per cent, while the appropriations for 
public works increased 252 per- cent. It is apparent therefore that 
the schools of "the city have not received an undue apportionment 
of public municipal funds. 

The general excellence of the schools of Binghamton and the 
low rank of the city as to school costs in comparison with other 
communities show that the people of Binghamton are receiving an 
unusually large return on the investment which they are making 
for educational purposes. 

Geo. M. Wiley 



RKI'OKT OF THE 1!IN( ; 11 AMTON SCHOOL SYSTEM 



15 



THE CITY OF BINGHAMTON 

Binghamloii is a city in southern New York picturesquely located 
at the confluence of the Chenango and Susquehanna rivers. It 
occupies an area of approximately lo square miles and had a popu- 
lation in 1915 of 53,668. It was first settled in 1787, was incor- 
l)orated as a village in 1834, and as a city in 1867. 

Its growth has been conservative but constant. The population in 
1870 was 12,692; in 1880, 17,317; and in the next decade the city 























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Chart i 
Showing increase in population in Binghamton and- in the Slate from 1870 
to 1915 



i6 



THE UNIVERSITY OF THE STATE UE NEW YORK 



more than doubled its population, the number in 1890 being 35,005. 
In 1900, there were 39,647 inhab.tants ; in 1910, 48,443, and in 1915, 
the number was 53,668. During the decade 1900 to 19 10 the increase 
in population in the United States was 21 per cent, and the increase 
in Binghamton during the same period was 22.2 per cent. During 
the five-year period from 1910 to 191 5 the increase in population 
was 10.8. This shows a continued conservative growth. 

The population of Binghamton is unique in that the percentage 
of native white inhabitants of native white parentage is nearly double 
the average in New York State, while the percentage of foreign-born 
white is approximately half the average for the State. These con- 
ditions in the city of Binghamton may be represented in the follow- 
ing diagram : 




Chart 2 
Showing the percentage of native and foreign population of Binghamton, 
1910 



In respect to the percentage of native white inhabitants of native 
parentage the city of Binghamton shows conditions approximating 
those found in our village and rural communities but seldom in our 
municipalities. In the State of New York, the native white inhabit- 
ants of native parentage are 35.4 per cent of our population; in the 
United States the percentage is 53.8, while in the city oi Bingham- 



ki':i'()K'r OK iiii'; kinciiamion school system 



17 



toil the percentage is 62.9. On the other hand the number of those 
of foreign or mixed parentage or foreign born is relatively small. 
In this State the percentage of white inhabitants foreign born is 
29.9; in the United States the i)ercentage is 14.5 ; and in Binghamton 
15.3 per cent are foreign-born white. 

In the chart below these facts are graphically presented as are 
also percentages for Utica and Schenectady, in which general educa- 
tional conditions have recently been a subject of study. 



BlMCHAMTDli 
UNITED 5WTE5 
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Chart 3 
Showing percentages of native and foreign population in Binghamton, 
Schenectady, Utica, New York State, and the United States, 1910 



In the five groups shown in the diagram the city of Binghamton 
has the largest per cent of native whites of native white parentage, 
and the city of Utica the smallest. The relation of this fact to the 
local educational problem is at once evident. More recent data 
may show that there has been a more rapid foreign influx during the 
last few years, and that the statistics as given have been changed by 
an increased foreign population. Such a possibility seems to be 
indicated by the conditions observed in some of the schools of the 
city. The tendency in other cities, however, has probably been in 
the same general direction, so for purposes of comparison the rela- 
tive conditions are doubtless reasonably accurate. The following 
chart presents the same general situation in another form : 



BINGHAMTON 834 

UNITED STATES 74-3 

SCHENECTADY 74 

L/TICA 109 

NEW YORK. 684 



100 zoo 300 ACO 500 600 700 600 900 



Chart 4 
Showing number of native white inhabitants per thousand, either native, 
foreign or mixed percentage, 1910 



l8 THE UNIVERSITY OF THE STATE OF NEW YORK 

The industrial life of Binghamton is closely related to that of 
Johnson City and other communities to the west. The enormous 
shoe manufacturing plants in these centers draw largely from the 
industrial population of Binghamton. The commercial as well £ls 
educational interests of Binghamton are therefor closely related to 
the neighboring villages, especially those to the west. This explains 
in part the unusual development and increase in population of that 
section of the city. 

Binghamton is therefore essentially an American city with a large 
percentage of native white inhabitants of native parentage. This 
percentage is, however, probably decreasing. 

In considering the educational as well as other problems in any 
city it is necessary to note conditions in different sections, and to 
observe the manner in which the local needs and problems have been 
met. A discussion of the relation between the growth in various 
sections of the city and the school conditions may be found in 
chapter 4 on the school plant. 




CITY 

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PUBLIC SCHOOLS 

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UICI'OKT OF THE 1! I N( ai Ai\lT( )N SCHOOL SYSTEM TQ 



ORGAN IZA'llON AND ADMINISTRATION 

The control of the schools in the State of New York is fixed by 
the provisions of the Ecktcation Law. The training of the youth 
for future citizenship has been insured by the terms of the general 
laws of the State, and the powers of village or other local school 
officials in educational matters is derived not from any local or 
municipal authority but from the State. The board of education in 
the management of the schools is responsible to the State. The 
school authorities in our cities are not city officials but agents of the 
State. The members of the board of education of the city of 
Binghamton represent the people of the city as citizens of the State 
rather than of the city. 

In the first part of this chapter is outlined briefly the functions of 
the board of education and their administrative officers under exist- 
ing statutes and local regulations. Following this is given a detailed 
account of the^r methods of procedure in the application of the rules 
and regulations to the routine administration of the schools. 

Under the provisions of the statute Binghamton is a city of the 
second class. The board of education consists of five members, one 
appointed annually by the mayor for a term of five years. Their 
powers and duties are defined by chapter 786 of the Laws of 191 7 
which amended the general Education Law in its relation to the 
cities of the State. The provisions of this act repealed in part pre- 
vious legrslation governing the school system of the city of Bingham- 
ton, but continued certain provisions with respect to methods (i) 
of appointment of members of the board of education, and (2) of 
raising and disbursing necessary funds for the maintenance of 
schools. 

The tenure of office of members of the board of education is 
fixed by statute for five years. An examination of the proceedings 
shows that the average term of service has been much shorter. 

The method of raising and distributing school funds was not 
changed for the city of Binghamton by the uniform cities act of 
1917. This act continued the provisions of the earlier statute which 
gave the board of estimate and apportionment authority " to deter- 
mine the amount of funds which shall be included for the support 
and maintenance of public schools in the estimate to be submitted 
to the common council." This act also continues the powers and 
duties of the common council, the board of estimate and apportion- 
ment and the board of contract and supply in their authority under 



20 THE UNIVKRSITY OF THE STATE OF NEW YORK 

earlier statute " to erect, remodel, improve, or enlarge school build- 
ings or to purchase supplies or real property for any school purpose." 

The board of education has the power to perform the usual duties 
imposed on boards of education and specifically outlined and 
enumerated in the statute referred to. Among these are the power 
to create or abolish such positions as may be necessary; to appoint 
a superintendent of schools, principals, teachers, or other employees ; 
to have the care and control of all school property ; to purchase 
apparatus, equipment or other necessary supplies ; to establish and 
maintain schools, libraries, playgrounds, social centers or reading 
rooms ; to authorize courses of study ; to determine the textbooks 
to be used ; and to prescribe necessary regulations and by-laws. 

Regulations relating to the superintendent of schools, secretary of 
the board, secretary to the superintendent, supervisors, principals, 
school physician, nurses and janitors were available in typewritten 
form. Printed rules and regulations of the board of education were 
not available. Their methods of procedure have therefore been 
determined from ,the official proceedings or minutes of the board 
for the years 1913 to 1917 which have been read with some care. 
Regular meetings of the board of education are held twice each 
month. ' There are seven standing committees : teachers and salaries, 
supplies, schools and library, sites and building, finance, sanitation, 
and visitation; with three members assigned to each committee. 

The executive representative of the board of education and the 
head of the educational system is the superintendent of schools. He 
is held responsible not only for the educational work of the schools 
but has general " charge of the buildings, furniture, apparatus and 
other school property " and has " direction over all employees in the 
department of education." 

The secretary of the board keeps the record of the proceedings 
of the board, keeps the books and accounts and is generally respon- 
sible for the detail in the business office. The secretary is appointed 
by the board and serves at their pleasure. In the performance of 
his duties he is responsible directly to the superintendent of schools. 
The position is not one of large executive responsibility. He must 
see that " all bills are properly vouched for and countersigned, that 
all orders are properly made and recorded," but in no case shall he 
issue an order " unless directed to do so by the board of education 
or superintendent." It is his duty to see " that all payrolls are 
properly and promptly made out and passed to the comptroller," and 
that all receipts are deposited with the city treasurer. 

In the office of the superintendent there is the secretary to the 



KI'II'OIM' ()!■ line 111 NCIIAMTON SCHOOL S\STEM 



21 



superintendent and a clerk. The secretary is the superintendent's 
personal representative in the office. She attends to the general 
secretarial duties, makes out rci)orts and records, issues attendance 
certificates when so authorized, and arranges for supply teachers 
from an approved list as needed. The clerk assists in the keeping 
of records, answers the telephone calls, meets callers when the 
secretary is otherwise engaged and gives general clerical assistance. 
The manner in which the office records are kept reflects credit on 
the office staff. 

The superintendent of buildings is responsible to the superin- 
tendent of schools. He is held responsible for the care of the 
school buildings and grounds and has general supervision over the 
school janitors. Minor repairs to the buildings are made under his 
direction by the janitors, wherever the services of an expert mechanic 
are not required. The superintendent of buildings has also been 
for some time in charge of the supply room, which for lack of 
more suitable space is located in a small building, a portion of which 
is used as a stock room by the city water bureau. The stock in the 
supply room is well arranged, the distribution is carefully super- 
vised, and the use of a light automobile truck has reduced the time 
required for this work to a minimum. 

Board of Education 

Having outlined the functions of the board of education and of 
their administrative representatives, the application of these to the 
routine administration of the schools is discussed at some length in 
the following portion of the chapter. 

The following graphic representation will show the changes in the 
personnel of the board from 1913 to 1918: 



1913 



1914 



19L5 



1916 



1917 



1918 






■ 



Chart 5 
Showing tenure of office of members of board of education 1913-18 



22 THE UNIVERSITY OF THE STATE OF NEW YORK 

In less than six years there have been sixteen different members 
on the board. During this period eight members resigned from the 
board. One member served less than three months; another, one 
year and one month ; others, one year and six months, one year and 
seven months, one year and eleven months, two years, two years 
and eight months. Of the members of the present board (August 
1918), one has served three months and another has filed his 
resignation. The longest service of any member of the present 
board is one year and seven months. Under such conditions a con- 
structive educational program for the city is impossible. The fact 
that th"ee members of the board of education resigned at one time 
(two at the request of the mayor) on account of a difference of 
opinion as to policy respecting an old school building, indicates a 
preponderance of political influence in school affairs which is seldom 
surpassed. So large a part has been played by municipal officials in 
educational matters in the city of Binghamton with resulting fre- 
quent changes of personnel on the membership of the board that a 
continuing and far-sighted program of procedure has been impos- 
sible. In the midst of petty party quarrels education as a state 
function has been lost sight of, and the rights of the boys and the 
girls of the city, particularly in respect to modern school buildings 
and accommodations, have been seriously neglected. There is no 
thought on the part of those making the survey that anyone, either 
any member of the board of education or other city official, has had 
any wish to act except for the best interests of everyone in the entire 
community. Where there is, however, such division of authority 
in the business affairs of an educational system the resulting con- 
ditions can not be satisfactory. The frequent changes in the political 
situation have been reflected in the lack of continuous service in the 
membership of the board of education. 

A board of education which consists of five members, one, of whom 
is appointed each year for a term of five years, should be able to plan 
and carry forward a constructive educational policy for the city. As 
has been shown, however, the frequent resignations and constant 
changes in membership during the past six years have quite seri- 
ously interfered with the possibility of any continuous school pro- 
gram on the part of the board of education. This situation is 
closely, related to the control of the school budget and expenditures. 
The board of education has no control over the handling of the 
school funds, and must make all requisitions on the board of contract 



UEI'OkT OF TIIK I'.INCIIAMTON SCHOOL SYSTEM 23 

and supply. All questions relating to finance, from the purchase of 
petty supplies or the repair of plumbing to the remodeling or erec- 
tion of a school building must be submitted for determination to 
the designated bureaus or departments of the city government. It 
is the judgment of those making the survey that an understanding 
of these two conditions, the short service of the members of the 
hoard forbidding the formation of broad and far-reaching policies 
and the cumbersome manner in which funds are handled with 
resulting lack of cooperation, is essential to an intelligent apprecia- 
tion of the situation which obtains. 

The official proceedings of the board of education are printed 
annually in pamphlet form. The record is very complete and indi- 
cates be3'ond mere detail the trend of the discussion of the larger 
questions which were frequently before the board. During the 
years 1913 to 1917 the number of regular and special or adjourned 
meetings of the board each year has been from 43 to 59. Regular 
meetings are held twice each month. In one month during this period 
eight meetings were held. There should be no necessity for members 
of a board of education in a city the size of Binghamton to be called 
together approximately four times each month. These men have 
large business and professional interests and should not be expected 
to give so much of their time to board meetings. When large plans 
are under way, such as the building of a large central high school, 
more frequent meetings than usual are doubtless necessary. But 
under normal conditions one regular meeting each month with occa- 
sional special meetings as may be required should be sufficient. 

An examination of the minutes of the board shows that the various 
committees do not act formally on many matters which come before 
the board. In view of the small number on the board and the respon- 
sibility which is very properly placed on the superintendent it is 
ver}- doubtful whether there is any real need for any committee 
assignments whatever except as special occasion may demand. 

The record of the proceedings of the board is congested with the 
detail of requisitions for supplies and materials and of the author- 
ization for payment of claims. By resolution of the board " no 
requisition upon the board of contract and supply or other officer 
charged with the duties of purchasing or making expenditures shall 
be made for or on account of any purchase or expenditures for the 
department of education except by a resolution of the board of 
education or with the approval of the superintendent of schools,'" 



^ Minutes, January 3, 1916. 



24 



THE UNIVERSITY OF THE STATE OF NEW YORK 



The usual form for the requisitioning of suppHes, repeated fre- 
quently and found in the minutes of nearly every meeting, is as 
follows : 

Resolved, That the following amounts be and hereby are appropriated for 
the purposes named and that the secretary be and hereby is authorized to 
requisition the board of contract and supply therefor: 

after which is listed in each instance the supplies or materials needed. 
In other words, a requisition from the principal or superintendent 
of buildings to the superintendent of schools for supplies not on 
hand in the supply room is authorized by resolution of the board, 
approved by the mayor, requisitioned by the secretary on the board 
of contract and supply, and ordered from the dealer or vendor by 
the board of contract and supply, to be delivered to the board of 
education. This cumbersome method for the purchase of supplies 
is illustrated by chart 6, in which the various steps are shown. 



,o}^£ai^, 




Chart 6 
Showing route for purchase of supplies not in stock 



Rici'our ()|.- iiii'. r, i.\'(;ii.\MT()N school svsti:m 25 

In the auditing and payment of claims the separate accounts 
appear again in the proceedings of the board where they have formal 
action. Thus the board of education in acting formally and ofifi- 
cially not only on the authorization of requisitions but also on the 
approval of claims is taking time from more important matters. 
There is no thought that the members of the board individually or 
as a body give any unnecessary attention to the detail of the pur- 
chasing of supplies or in the payment of claims. The criticism is in 
the unnecessary number of steps in the procedure. The payment of 
a claim is made in the following manner : the vendor renders the bill 
to the board of education, the board authorizes payment and sends 
the claim to the comptroller, the comj^troller audits and approves the 
claim, and on the warrant of the comptroller, a check is issued by 
the city treasurer. The formal action of the board in approving 
claims is usually as follows : 

Resolved, Thai the following claims be approved, audited, entered upon the 
minutes of this board and filed by the secretary with the comptroller and 
when audited and countersigned by him that they be respectively warrants 
on the city treasurer for the said amounts payable from the respective funds 
designated : 

The separate items are then listed in the minutes. Chart 7 repre- 
sents graphically the various steps in the payment of claims. 

The control of the budget in an organization very often means the 
control of the administrative policy. A board of education is quite 
powerless to carry forward a constructive school program if it has 
little to say regarding the funds that will be available for the work. 

In the city of Binghamton the board of education is required, on 
or before the first day of October, annually, to make and certify to 
the mayor a detailed estimate of the funds necessary for the ensuing 
fiscal year, which is placed by the mayor before the board of esti- 
mate and apportionment. This board has the power to approve, to 
increase or to diminish any or all amounts which the board of educa- 
tion originally deemed necessary, except that the salaries of indi- 
vidual teachers or employees can neither be increased or diminished. 
The budget is then acted upon by the common council subject to 
the approval or veto of the mayor in the same manner as the budgets 
from the various departments of the city government. 

How often it is true that those in control of school bvidgets con- 
sider the question of teachers' salaries as one of the first items where 
economy can be practised when as a matter of fact it should be the 
last ! In a communication to the board of education tmder date 



26 



THE UNIVERSITY OF THE STATE OF NEW YORK 



of June 29, 1916, after the teachers had been appointed for the 
school year 191 6-1 7, the mayor advised that as there was an increase 
of about $2400 in the salary schedule for new teachers and addi- 
tional compensation he had allowed the resolution appointing these 
teachers to become effective without his. written approval, because 
of the uncertainty as to whether the board of estimate and appor- 



xTENDo^ 








CQ/ paymen-f- o'^ \o 
Z 








Chart 7 
Showing route for payment of claims 

tionment and the common council would include the necessary item 
in the budget for the next fiscal year. At the same time he advised 
the board of education that the contract with the teachers should be 
in such form that it could " be terminated upon stated notice." In 
other words, a slight reduction in the budget was of greater moment 



Ki'ii'OK'i' oi'" 'nil': i!iN(;ii.\M'i()N sciKxn. system 27 

than the niaximuni efficiency of the school plant and a reasonable 
compensation for the teachers. The apparent alternative was to 
reduce the amount requested for teachers' salaries or to shorten the 
school term. When the budget was acted upon the estimate was 
reduced notwithstanding the apparent lack of prerogative in regard 
to salary questions, and as a result the schools were closed early in 
December 1917 until the new budget was available after January ist. 
Divided responsibility has resulted even more disastrously in 
providing proper school accommodations. Whenever in the judg- 
ment of the board of education there is need of any extraordinary 
expenditure of money for the purchase of sites or the erection or 
repair of school buildings, a certificate of necessity is issued by the 
board to the common council. This must then receive the approval 
of the common council and the mayor. After bond is ues have been 
authorized and funds for a new building have been made available, 
the 'plans are prepared by an architect under the direction of the 
common council, subject to final approval by the board of education. 
At times the plans for school buildings which have been prepared 
by the common council with the full cooperation of the board of 
education have met in full the educational needs of the schools. At 
other times the municipal authorities have assumed the responsibility 
of determining the educational needs and have insisted upon 
modifying plans approved by the board of education. Where the 
thought of the board of education has not been in accord therewith, 
approval has sometimes been given to plans not because they were 
the best but because they were the best to be had. In one case the 
personnel of the board was changed overnight to reflect immediately 
local municipal thought. It should be the function of the board 
of education to determine educational policies and needs. In August 
191 7 three members of the board of education resigned, two on 
request of the mayor, on account of a difference of opinion as to 
what should be done in regard to the Oak Street building. This 
building, one of the oldest in the city, had for some time been 
thought unsafe. During the summer of 191 6 it had been examined 
and a report by the superintendent of buildings to the board called 
attention to its unsafe condition. In the certificate of necessity issued 
by the board under date of August 8, 191 6 in which the inadequacy 
of the Oak Street, Clinton Street and Jarvis Street schools was 
presented, the following statement appears : 

The building occupied by the Oak Street school is so old and its condition 
is so bad that it is not deemed practicable to rebuild said building or make 



28 THE UNIVERSITY OF T]!!'. STATE OF NEW YORK 

additions thereto; and, the lot upon which the Oak Street school is located 
is not of size desired and necessary for the school grounds for a new 
building. 

At a special meeting of the board held October 20, 1916, to con- 
sider the matter of the Oak Street building, several patrons of the 
school were present with the city engineer and the superintendent 
of public works, and a petition was presented from the mothers 
club of the Oak Street school urging on the board the importance 
of requesting the common council and the board of estimate and 
apportionment " to immediately issue an emergency bond of an 
amount sufficient to erect a suitable school building in the Oak 
Street school district." At this meeting the board of education 
passed the following resolution : 

That said building (Oak Street) be abandoned and the use thereof as a 
school building be discontinued, 

as soon as other arrangements should be made. At a meeting held 
on November 15th representatives from the Oak Street district 
spoke relative to the abandonment of the building, and at a meeting 
of the board on November 20th the superintendent reported on the 
arrangements which had been made for the accommodation of the 
Oak Street pupils. Throughout the winter and spring nothing was 
done, however, to better the conditions. While the pupils were 
temporarily housed in other quarters the city authorities failed to 
come to any agreement with the board of education as to the policy to 
be carried out. The board of education held that the old building 
was not worth repaif and that the grounds available were entirely 
inadequate. The mayor maintained that the building should be 
remodelled and repaired. The climax was reached in the summer 
when the resignation of two membei's of the board was requested, 
another member resigned, and as a result of the new appointments, 
the plans to remodel the building received the approval of the board. 
The work was begun late in the summer and the remodelled build- 
ing was used for school purposes in September 1918. Thus the 
greater part of two years was consumed in the settlement of this 
question, in the final solution of which the judgment of educational 
experts was entirely disregarded. A discussion as to the manner 
in which the remodelled building meets the needs of the community 
will be found under the chapter dealing with the school plant. 

That the charter limitations have been a constant source of 
embarrassment to the board of education is evident from an exam? 




The Alfred Street School 
In time building should be abandoned 




The Oak Street School 
Building under reconstruction ; should have been abandoned 



KICI'OK'I' <)|' Till-, i:i XCIIAM'I'ON SCIIOOI, SNSTICM 29 

s 

nation of llie official l)^ocec'din|^^s of the board of education for the 
past five years as well as from conferences with the members of the 
present board. At a meetins^ of the board held December 19, 1913, 
the chairman of the finance committee in a communication to the 
president of the board relative to the work of the committee during 
the year states that 

A charter which provides for such a roundabout way as our ijrcseiit charter 
docs for the expenditure of money by means of resoUilion to be approved 
by different boards, and the fact that the board of education can spend on 
any one item only an amount not exceeding $150 is amazing to the business 
mind and a sad reflection on the ability and purpose of men appointed to 
the position of commissioners of education I members of the board of 
education 1 who arc willing to give their time and experience to educational 
problems. 

The president of the board of echication in his annual report sub- 
mitted at this meeting, referring to the communication of the chair- 
man of the finance committee, made the following statement : 

It is most earnestly hoped that not many months will pass before some 
permanent relief can, be secured, as has been suggested in this report, lor 
raising money that may be used for conducting the schools unhampered. 
The board of education should be divorced from all other departments of 
the city government and permitted to raise and expend the necessary money 
for the successful educational work of a growing busj' city like ours. 

In December 1916, in a communication from the board of educa- 
tion to the city clerk relative to the plans for additions to the Ross- 
ville, Bevier Street, and Fairview school buildings, it is stated that 

The board of education understands that the common council assumed to 
attend to the preparation of plans and employed an architect for that pur- 
pose. This occurred several months ago but as yet no plans or specifications 
for any of the additions have been received except for the addition to the 
Kossville building, and the specifications for the addition to that building 
have not been put in such shape that the board of education is willing to 
approve them. When plans and specifications acceptable to the board of 
education arc presented they will be promptly approved and transmitted to 
the common council. 

In connection with this matter the board desires to call the attention of 
the council to the fact that before an architect was employed by the common 
council the board of education attemipted to cooperate in the preparation of 
the plans but the suggestion was ignored and the council proceeded upon its 
own motion. 

The plans of the Rossville school were modified and approVed 
soon afterward and the work was carried forward and completed 



30 THE UNIVERSITY OE TlUi STATE OE NEW YORK 

during the summer and fall of 1917. The ideas which the board 
of education and the superintendent of schools desired to carry out 
in the additions to the Bevier Street and Fairview buildings were 
not approved. 

Plans meeting the Welshes of the mayor and the common council 
were approved and the work has been going forward during the 
past school year. The Bevier Street and Fairview improvements, 
like the remodelling of the Oak Street building, have been made 
without proper consideration of educational needs and without due 
appreciation of the large part which the school building should play 
in the community life. 

It is observed that at times the common council and the mayor 
have overemphasized their own prerogatives in school matters vv^ith- 
out regard to the fact that a board of education consisting of five 
members is specifically charged with the responsibility of determin- 
ing educational policies. At other times due recognition has been 
given to educational needs and to the judgment of the board of 
education, as in a communication from the common council in 
December 191 3 in regard to the high school bids it was 

Resolved, That this council shirks no responsibility in this matter and holds 
that the city charter provides that the board of education shall take the 
initiative in providing for school needs. 

And in requesting a certificate of necessity for additional funds the 
communication referred to " a building meeting the requirements 
of the board of education." 

The determination of policies and the control of the purse have 
been in different hands. The frequent discord which has reslilted 
from such a division of authority has been most unfortunate. This 
is the large outstanding feature of the educational situation in the 
city of Binghamton during the past few years which have been 
covered by the study connected with this survey. 

Executive Supervision 

The executive representative of the board of education is the 
superintendent of schools. His attention is given largely to educa- 
tional supervision, but it is also noted that other departments of 
administration are under his direction and control. This is as it 
should be, as the school organization in .too . many cities is weak in 
this respect. The superintendent of schools is the highly trained 



REI'OkT OF Tlir, lilNGIIAMTON SCHOOL SYSTEM 31 

expert who is responsible to the board of education. The school 
organization in the city of Binghamton very properly holds the 
superintendent of schools responsible for the educational super- 
vision and also for general executive supervision in the administra- 
tion of the schools. This is an essential feature of sound educational 
administration. It insures the fixing of responsibility and prevents 
dual control. 

Supervision of Business Affairs 

The secretary of the board of education whose duties have already 
been briefly outlined, is responsible under the general direction of 
the superintendent of schools for the routine in the business office. 
In atldition to his duties as secretary at the board meetings and in 
recording the proceedings, a considerable portion of his time is 
taken in keeping the financial accounts and other records in the 
office of the board. Orders are "made and recorded" by the 
clerk, but are issued only on the authority of the superintendent of 
schools or the board of education. In actual practice it appears that 
while the superintendent issues orders whenever necessary, these 
receive formal action by the board at their next regular meeting.. 
In the final analysis, therefore, the board is its own requisitioning 
agent and the authority which it delegates to the superintendent in 
this matter is only of an emergency character. 

In any discussion of the supervision of the business affairs of the 
board it must be kept constantly in mind that the determination 
of the budget and the disbursing of funds are beyond the control of 
the board of education. This must react on the manner in which 
the financial affairs are supervised, and possibly for this reason the 
board prefers to make every order for the disbursement of funds a 
matter of formal action. Notwithstanding this fact, however, much 
of this detail should be delegated by the board to its administrative 
representatives. At present the position of secretary of the board 
carries with it no executive responsibility. The functions are 
clerical. Responsibility in financial matters within certain limits 
is given to the superintendent of schools but in general the board 
of education passes on all financial matters. 

There is every reason why a board of education should delegate 
to responsible administrative officials the management of its rou- 
tine business affairs, since their most important function is the 
determination of educational policies. Under the general direction 
of the superintendent of schools, the secretary of the board of 



32 THE UNIVERSITY OF THE STATE OF NEW YORK 

education should be given somewhat broader duties involving 
larger responsibility. The secretary of the board (executive clerk, 
fiscal manager, business manager) should have full responsibility 
in minor routine financial affairs. Beyond these limits which 
should be definitely fixed, responsibility except in large matters 
should rest with the superintendent. The members of the board of 
education of the city of Binghamton are^ comparable to the direc- 
tors of a corporation doing an amount of business approximating 
$400,000 annually. Routine business affairs should be centered in 
the hands of a trained business expert. For the complete carrying 
out of such a plan the secretary of the board would probably need 
some clerical assistance, as under the present organization, all 
business affairs are not handled through his office.. 

As an illustration of this might be mentioned the supervision of 
the stock room and the distribution of supplies. This was found 
to be very well organized but under the supervision of the super- 
intendent of buildings. , It should be said that the location of the 
stock room in its present temporary quarters makes the carrying 
out of any ideal organization in this respect impossible. When 
the opportunity comes for the school authorities to occupy larger 
administrative offices, the suggestion would be more practicable. 
The superintendent of buildings should be relieved of responsibility 
in this matter as soon as such a readjustment can be conveniently 
made. The secretary of the board in charge of the business office 
should be familiar with the organization of office systems. He should 
be responsible not only for the keeping of the accounts and the check- 
ing of vouchers but also for the ordering of petty supplies and 
materials for repairs, the record system covering the supplies and 
their distribution, the continuous card records of inventory of 
supplies in the stock room and in the various schools. These small 
matters are an important factor in the everyday work of the schools. 
If administrative space were available this should function through 
the business office. 

It is recommended, therefore, that the position of secretary to 
the board be made one of larger executive responsibility, that both 
the superintendent and the board be relieved of the consideration 
of minor routine business matters, and that so far as possible, 
under the general direction of the superintendent of schools, the office 
of the secretary be made a clearing house for all administrative 
business affairs. 



RKl'OKT Ol' llll'. lilNCIlAMTON SCIIOOf, SYSTRM 33 

Audit of Books 

A complete audit of the financial books of the board of educa- 
tion was made covering one fiscal year. The accounts were found 
to be accurate, the books well kept and the vouchers arranged in 
good order. The auditor states that the work of the secretary of 
the board is made extremely burdensome by the cumbersome method 
used in the purchase of supplies. He adds : "The requisitions go 
through so many hands that no one may be held wholly responsible, 
and the time consumed in making purchases and paying bills often 
covers months and sometimes a full year." One of the books in the 
business ofifice seemed to be unnecessary and on the recommenda- 
tion of the auditor the secretary of the board was glad to discontinue 
its use. 

Supervision of Buildings 

The superintendent of buildings is directly responsible to the 
superintendent of schools, and is held responsible for the general 
condition of the school buildings and grounds and the work of the 
engineers and the janitorial stafif. 

The condition of the buildings with respect to cleanliness, sani- 
tation and general appearance is convincing evidence that the work 
of this official has been painstaking and effective. No effort has 
been spared even in the oldest or in the poorest school building to 
give the children the advantages of clean and sanitary syrround- 
ings. Nowhere had rubbish been allowed to accumulate in the 
basement. Toilets were uniformly clean. Soap, towels and hot 
water were in use. These essentials of civilization are regarded in 
the city of Binghamton as an important part of the equipment of 
every school building. This feature of the school plant was so 
marked that it can scarcely be overcommended. The superin- 
tendent of buildings and his janitorial staff have seen no dis- 
couragement in some of the very poor buildings but have rather 
considered this fact as an incentive to do the best that could be 
done under unfavorable conditions. 

Minor repairs, which can be made without the service of a 
skilled mechanic, are given immediate attention by the janitor. The 
superintendent of buildings is given authority under ordinary cir- 
cumstances to act on his own initiative, and if necessary to take 
up unusual conditions with the superintendent of schools. Occas- 
ionally there is found in the proceedings of the board of education 
a resolution requesting the proper city official to direct that certain 



34 THE UNIVERSITY OF THE STATE OF NEW YORK 

repairs be made. But this usually has to do with the larger repairs 
or where special skilled seiwice is necessary. Whenever repairs 
can not be made by the regular staff, the procedure follows the 
same cumbersome manner as in the requisitioning of supplies 
described in detail above. 

The present superintendent of buildings, although not a man 
technically prepared for his work, has the training of an extended 
experience and has accomplished rather unusual, results with the 
staff under his supervision. The janitorial service is all-important 
to the school, and too often is not appreciated by the public. During 
the time the survey was being made the school authorities lost the 
services of several janitors because of insufficient compensation. 
Small additional compensation should be granted where it is neces- 
sary to retain the best service in these positions. 

Educational Supervision 

For the purpose of completing the discussion of the administra- 
tive office, the general topic of educational supervision is here 
treated briefly from the administrative point of view. The sub- 
ject is treated somewhat at length in a later chapter. 

It should be stated at the beginning that the board of education 
very properly has delegated the details of educational administra- 
tion to the superintendent. The proceedings of the board for the past 
five or six years show very few instances of any effort on the part 
of the board or any of the individual members to interfere with the 
regular functions of the supervisory or administrative staff. There 
are occasional illustrations of possible undue or overzealous acti- 
vity in administrative matters, but on the whole the supervisory 
staff under the direction of the superintendent of schools has been 
so free from any influence of this character that special comment 
is deserved. At times when the relations between the board of 
education and other city authorities have been chaotic, the every- 
day work of the schools has been carried forward with, serenity 
and no apparent disturbance of any kind. The uncertaint}^ as to 
educational policies because of lack of harmony on the part of 
those" in authority, particularly in its effect on the schools con- 
cerned, might easily undo the best efforts of a teaching staff. It 
is due, however, to the superintendent of schools and the super- 
visory staff as well as the teachers themselves to state that not- 
withstanding the conditions it is seldom that a more healthy and 
buoyant spirit is observed throughout a school system. 



KKI'ORT OF rill-: r.l.XCIIAMTOX SCHOOL SNSTICM 



y:> 
















j.Rj 




K 


1^ 




^ 


") 








U o 



36 THE UNIVERSITY OF THE STATE OF NEW YORK 

The functions of the superintendent of schools, which are 
definitely fixed by the uniform cities law of 191 7, have been out- 
lined in brief in the introductory paragraphs of this chapter. These 
functions have been recognized by the board of education in Bing- 
hamton for several years as properly belonging to the superin- 
tendent of schools. He is recognized by the board as its chief 
executive officer, its trained expert in educational matters, and no 
action on any question of educational policy is taken without his 
recommendation or advice. 

The supervisory staff under the direction of the superintendent 
of schools consists of one high school principal, fourteen elementary 
school principals, and seven supervisors, one in each of the follow- 
ing subjects : English, primary grades, drawing, industrial arts, 
health education, penmanship, music. The detailed discussion of 
the program of supervision and organization of the work through- 
out the schools is covered in the chapter on supervision. 

Summary 

The members of the board of education are appointed by the 
mayor. Although the term of service is for five years, the average 
period of service of the individual member has been much shorter. 

The board of education hss no control over budget. estimates or 
disbursement of funds. The lack of financial control has often 
meant also lack of power to fix educational policies. 

There is too much attention to administrative detail by the board 
of education. In general these details relate to requisitions and 
payments for petty supplies and repairs. The failure to make any 
provision for authorizing petty or routine expenditures except 
through formal action on the part of the board itself, has taken 
a large part of the time of the board while in session. Within 
certain fixed limits these matters should be delegated to the exec- 
utive officers of the board. 

All matters relating to educational supervision and, in general, 
questions of administrative routine are delegated by the board to 
the superintendent of schools. The entire administration of the 
schools is under his general direction. The present superintendent 
is a strong executive and keeps in close touch with both the 
administrative and the educational phases of the work. 

The secretary of the board of education holds a strictly clerical 
position. His position should function as an executive clerk with 
somewhat larger responsibilities. He should be more than a book- 



REPORT OF TIIR I'.I NGII AMTON SCHOOL SYSTEM 37 

keeper. The business affairs of the schools should center in his 
office. Ih connection with minor matters of administrative routine, 
he should have within fixed limits definite authority, under the 
general direction of the superintendent. In order to command the 
continued service of a well-qualified executive .clerk, it may be 
necessary to provide a larger annual compensation. 

The supervision of buildings is not only well organized but is 
unusually efficient. This is a commendable feature of the school 
system. The superintendent of buildings should, however, be 
relieved of his present duties at the store room in charge of sup- 
plies. The supervision of this room belongs to the business office. 

The supervision of instruction is definitely planned and carried out 
under the direction of the superintendent of schools by seven super- 
visors. The elementary principals do not have an important part in 
classroom supervision. 

The executive council, which meets once each month and includes 
all supervisors, principals and heads of departments, is an import- 
ant factor in maintaining a strong esprit de corps. 



38 THE UNIVERSITY OF THE STATE OF NEW YORK 

4 

THE SCHOOL PLANT 
This chapter on the Binghamton school plant includes 

1 A discussion of the relative locations and general adequacy 
of school buildings with relation to the growth and shifting of 
school population. 

2 A summary of conditions affecting the value of buildings for 
school purposes, including a table showing the rating of each 
building on the basis afforded by the Strayer " Score Card for 
City School Buildings." 

3 Recommendations. 

Distribution of School Buildings with Relation to Population 

The population of the city by wards for the years 1890, 1905 
and 191 5 is given in the following table: 

Table i 

Population by wards 

Ward 1890 1905 1915 

1 4 217 6 704 9 298 

2 2 725 2 579 3 062 

3 : 3638 4722 5657 

4 891 I 891 4 188 

5 • 3 III ' 4196 5 121 

6 2 465 2 908 3 528 

7 ■• ••• 4 loi 4134 4231 

8 2 223 2 030 2 642 

9 1334 1250 1226 

10 2530 2399 2618 

11 4138 4472 4927 

12 2 434 2 529 4 279 

13 I 198 I 983 2 891 

A comparison of these figures shows that certain sections of the 
city are growing much more rapidly than others. In the following 
table the figures given for the years 1890 and 1905 are each com- 
pared with the population in 1915: 

Table 2 

Per cent of increase 

Ward , 1890-1915 1905-15 

4 .370 121 . 5 

12 75-8 69.2 

13 141-3 450 

I 120.5 38.7 




m "5 



Pi M 



H 5 



< 



KEl'OUT ()|- I 111'; lilNGUAMTUN SCHOOL SYSTEM 39 

Ward 1 890-191 5 1905-15 

8 18.8 30.1 

5 54-6 22 

6 431 21.3 

3 55-5 19-8 

2 12.4 18.7 

II 19. 1 10.2 

10 3S 91 

7 3-2 2.3 

9 -8.1 -1.9 

In the above table the wards are given in the order of the 
largest percentage of increase for the ten years from 1905 to 191 5. 
It is of interest to note at the same time the percentage of increase 
in population for each ward for the twenty-five years from 1890 
to 191 5, which is given in the middle column. The trend of popula- 
tion in Binghamton during the ten-year period is shown in the 
following map : 



40 



THE UNIVERSITY OF THE STATE OF NEW YORK 




O tn 
_ C 



aj O 






bfi o 
C J2 



bo 
C 



Brief Description of School Plant 

The above diagram presents graphically the conditions as to rela- 
tive increase in population in the different wards of the city during 
the past ten years. It should be noted also that the trend of popu- 
lation during the ten-year period shown on the map is in large part 
the same for the past twenty-five-year period. The fourth ward, 
which shows an increase in population of 121. 5 per cent during the 



REPORT OF TlIK lUNGITAMTON SCHOOL SYSTEM 4I 

past ten years, is also the first in per cent of increase for the past 
twenty-five years. The twelfth, thirteenth and first wards, which 
rank 2, 3 and 4 in their growth during the past decade, have a 
correspondingly rapid growth during the twenty-five-year period. 
The two wards, tenth and seventh, which show the smallest increase 
for the longer period, hold the same relative position for the past 
ten years. The ninth ward, the only ward of the city which shows 
a decrease in population for the periods studied, has lost 1.9 per cent 
in the past ten years and 8.1 per cent in the past twenty-five years. 

These facts become of special interest when considered in con- 
nection with the location and character of the buildings provided by 
the city authorities for the school population. Although there is no 
necessary relation between ward boundaries and school district 
boundaries, available figures showing increase or decrease of popu- 
lation by wards give a general basis for consideration of the dis- 
tribution of* schools throughout the city. 

In the ninth ward, where the population is decreasing slightly from 
year to year, there is no school building. The children in this ward 
attend school in the adjoining wards. In wards 7, 10 and 11, where 
the increase of population has been slow, from 2 per cent to 11 per 
cent in the last decade, there are three school buildings : Carroll 
Street in ward 7, Pine Street in ward io, and Robinson Street in 
ward II. These schools are filled to their capacity. Robinson 
Street building is comparatively new, having been built in 1907 ; 
the Pine Street and Carroll Street buildings, however, are old and 
entirely unsuited for school purposes. To each of these old build- 
ings there was added twenty years ago a four-room wing. The 
Carroll Street school was built in 1871. The Pine Street school was 
built somewhat earlier, although the exact date could not be given. 
The pressing educational problem therefore to be met in this section 
of the city is to provide modern school buildings in place of these 
two old structures. The increase in enrolment, judging from the 
census data for the past several years, will not be unduly rapid. 
Within a reasonable period plans should be developed looking toward 
modern sanitar\- buildings and proper school environment for the 
children in these wards, with accommodations for a gradual but 
rather conservative increase in enrolment. 

In wards 2, 3, 5, 6 and 8 the increase in population during the 
past ten years has been between 18 and 30 per cent. The O'^k 
Street school is located in the second ward. This building, originally 
one of the oldest in the city, was enlarged thirty years ago. Up to 



42 THE UNIVERSITY OF THE STATE OF NEW YORK 

the summer of 191 7 this thoroughly unsuitable three-story struc- 
ture, a veritable firetrap, regarded by many as structurally unsafe, 
provided a school center for 500 pupils. This building, the newest 
part of which is thirty years old, is now being remodelled. Any 
consideration whatever for the interests of the children of this part 
of the city would have prevented an attempt to remodel such a 
structure. In the judgment of the survey staff the building should 
have been abandoned. An entirely new and modern school should 
have been built in its place, providing not only classroom space, 
properly heated, lighted and ventilated, but also space for special 
activities — an auditorium, a library, rooms for manual training and 
domestic art, and provision for supervised play and recreation which 
are a vital part of the daily work of every modern school. For 
reasons not clear, but apparently of local political character, the 
action to be taken in regard to this building was delayed until the fall 
of 1917. As a result this work on the Oak Street building required' 
temporary provision for these children elsewhere. 

In the eighth ward is located the old Washington Street building, 
which was given by the department of education to the police depart- 
ment. When the Oak Street building was abandoned some of the 
pupils were temporarily cared for in the Washington Street building 
until the remodeling was begun for the police department. These 
pupils were then transferred to basement rooms in the high school 
building. 

In the third ward are two elementary school buildings — St John 
Avenue and Laurel Avenue. Both of these buildings, while not new, 
are in good condition, are well located with ample playgrounds, and 
probably will feel only slightly the gradual increase in population. 
St John Avenue school lies in the southern part of this ward and 
the residential section in which it is located is restricted in its area 
by the two rivers ; Laurel Avenue school is on the extreme west side 
of the ward and any immediate demands for increased school accom- 
modations in this section will be met in part at least by the large 
new building in the fourth ward. The high school building, which 
is centrally located, is also in the third ward. 

In the fifth ward, where the increase in population during the 
past ten years has been 22 per cent, there are two school buildings, 
the Abraham Lincoln, a new twenty-one room building completed 
two years ago, and the Rossville school, which has been remodelled 
and enlarged during the past year in such a manner as to make it 
a modern and very satisfactory school plant. These two buildings 



RKI'OkT OI" riir. lUNCIIAMTON SCIIOor, SYSTEM 43 

will provide space for the educational needs of this part of the city 
for some years. 

The Alfred Street building in the sixth ward is old and ranks 
only slightly higher than Pine Street and Carroll Street buildings. 
The increase in population in this ward in the past ten years has been 
21.3 per cent. Only temporary repairs should be made when neces- 
sary, and at an early date the building should be replaced by a 
modern structure. 

In the first, t'welfth and thirteenth wards the population has been 
increasing more rapidly. In the twelfth ward where the population 
has increased 69.2 per cent during the past ten years, is the Fairview 
school. The original four-room building was erected in 1893. It 
was remodelled and enlarged in 1897. A four-room addition was 
built in 1907, and another addition of four rooms with the remodel- 
ing of the building is now under construction. In the thirteenth 
ward where the growth in population is rapid is located the Bevier 
Street school. A twelve-room building was erected in 1901, and a 
twelve-room addition with new heating plant is now being built. The 
population in this ward has increased 141. 3 per cent in the past 
twenty-five years. In rapidly growing sections of our cities small 
additions are at best unsatisfactory. Even the immediate need they 
meet only in part. Educationally, they do not pay dividends unless 
suitable provision is made for the desired school activities and the 
larger community needs. 

The conditions in the first ward, in which are located the Clinton 
Street and Jarvis Street buildings, are very unsatisfactory. The 
school buildings are far from adequate. Children in this ward are 
crowded into vacant stores, into rooms without suitable light or 
ventilation ; and there can be no improvement in these conditions 
within another year. A bond issue for $i5o,cxxd for a new site and 
building has been available since March 1917. The plans which 
have been drawn for the new building indicate that in time these 
children will have the advantages oflfered by a modern school plant. 
The most unfortunate feature of the situation is that in the mean- 
time the children must pay the price of delay, which is far greater 
than the additional cost of construction. In this ward are two build- 
ings. The Clinton Street school, which has six rooms and is in an 
entirely unsuitable location, should be replaced at the earliest pos- 
sible date by a large modern building on a better site. The Jarvis 
Street school, an unsatisfactory twelve-room building, might be used 
temporarily for pupils in the immediate vicinity. 



44 THE UNIVERSITY OF THE STATE OF NEW YORK 

The population in the fourth ward has been growing with wonder- 
ful rapidity. The census reports show an increase of 121. 5 per cent 
in the last decade, and 370 per cent in the past twenty-five years. 
The Thomas Jefferson school, -a new twenty-one room building 
completed two years ago, makes the conditions in this ward very 
satisfactory. 

The high school building, completed only three years ago, provides 
space and equipment for all the high school pupils of the city. It 
is centrally located, and is used not only for the usual school activi- 
ties but is in every sense a real community center. 

Summary of Physical Conditions Relative to Elementary School 

Buildings 

General, The school buildings of Binghamton, as is to be 
expected, are of various types. They range from ^he study-hall 
type of elementary school building, popular half a century ago, 
through more and more improved forms to the modern city grade 
school building, exemplified by the Lincoln and Jefferson schools. 
At the end of the chapter will be found the tabulated results of the 
use of a standard building score card. On a scale of 1000 points 
for an ideal school plant, each building was scored by three inde- 
pendent judges and the sum of the median scores of the items 
making the final score was taken as representing the worth of each 
building for school purposes. These fourteen values range from 
487 to 886; that is, the poorest building with grounds was consid- 
ered to be 48.7 per cent and the best 88.6 per cent of the total 
possible score. In the paragraphs that follow will be found a brief 
general discussion of the principal items considered in determining 
these values. 

Playgrounds and surroundings. Except in two cases every 
school site meets the minimum requirements of area for a school 
playground. Th.s finding is based upon a minimum requirement 
for a school playground of 30 square feet of ground area for each 
pupil. Only the portions of the school grounds actually used for 
playground purposes have been considered in determining this area. 
The Oak Street school has only one-third of this minimum require- 
ment and the Robinson Street school only two-thirds. The follow- 
ing schools have playgrounds exceeding the minimum area but less 
than 50 square feet' for each pupil : Carroll Street, Pine Street, 
Alfred Street, Jarvis Street and Laurel Avenue. The Abraham 
Lincoln, Bevier Street, Clinton Street, Fairview and Rossville 
schools have between 50 and 100 square feet of playground area to 
each pupil. Only two schools, the Thomas Jefferson and St John 




Folk dancing. Si John Avenue playground 




Playground apparatus, Fairvicw School 



RF.rORT OF Till-. lU NC, [I AMTON SCHOOL SYSTEM 45 

Avenue, have a playground area in excess of lOO square feet to each 
pupil. The school authorities in London require lOO square feet 
of free play space to each pupil. This is a standard which it might 
be well to maintain in the future. 

In the Portland Survey,^ after reference is made to a group of 
schools having from 27 to 51 square feet of play space to each pupil, 
it is stated that " all of the above schools, if they are to be continued 
in use, are in need of larger playgrounds." In the St Paul Survey,' 
in connection with a discussion of the playgrounds, is the statement, 
" the size of the playgrounds adjoining the new Finch School which 
provides 382 square feet per child enrolled in December 1916, is, 
it is hoped, a standard which will be maintained in future school 
planning." 

Although the playground space adjoining the Binghamton schools 
is limited, every advantage has been taken of the opportunities 
offered. All the playgrounds except one^ are well supplied with 
swings, seesaws, chutes, horizontal bars, basketball courts, and other 
apparatus usually provided for well-arranged playgrounds. The 
exception is the grounds of the Lincoln School. Presumably this 
lack will soon be remedied since the school building is a new one. 
The grounds adjacent to one school are lighted by electricity. 

All the buildings except two have an environment suitable for 
school purposes. The names and the objectionable features of these 
two are indicated below : 

The Clinton Street school, district 9, is located in the business 
section. The noise and smoke incident to the passing of trains on 
two railroads near the rear of the building, the passing of trolley 
cars and the heavy trucking on the street in front, the honking of 
many automobiles that park nearby and the proximity of oil stations 
combine to render the location extremely undesirable as a site for 
a school building. Early abandonment of this site is already decided. 

The Jarvis Street school, district 14, located in a section partly 
residential and partly industrial, has the following undesirable and 
dangerous feature : the Ansco Film Works are in close proximity 
to one side of the school building where the fire escapes are located. 
In case of fire in these works, the lives of the children might be 
endangered in passing down these escapes. 

All the schools are reasonably accessible to the pupils who attend 



^ The Portland Survey, Cubberly, World Book Co. 

^ The St Paul Survey, General Administration and School Buildings, 
Slrayer and Engelhardt ; published by the city, St Paul, Minn. 

^ The Lincoln school grounds have been equipped since the report was 
prepared. 



46 



TTIE UNTVKRSITY OF TTIE STATE OF NEW YORK 



them. Although a few pupils travel 2 miles each to reach school, 
the average distances traveled by pupils in the fourteen districts is 
less than one-half of a mile. 

Floor space and air space. There are certain regulations regard- 
ing school building construction which are generally observed 
throughout the country. In New York State these requirements are 
fixed by law and by regulation of the State Department of 
Education. The Department has legal authority to prescribe regu- 
lations governing the construction of school buildings in all parts of 
the State except in the cities of the first and second classes. Regu- 
lations regarding floor and air space, heating and ventilation, fire 
escapes on three-story buildings, are matters of statute ; the require- 
ment regarding the necessary amount of window space is a Depart- 
ment ruling. 

Statute law requires 15 square feet of floor space and 200 cubic 
feet of air space to each pupil. In the elementary schools of Bing- 
hamton there are approximately 183 classrooms, counting each study 
hall and each adjoining recitation room as a classroom. Of these 
183 classrooms, 62 rooms (34 per cent) do not satisfy the require- 
ment as to floor space for the number of pupils and 86 rooms (47 
per cent) do not meet the requirement as to air space. The dis- 
tribution of these rooms by schools and by percentages of required 
floor and air space is shown in table 3. 

Table 3 

Number of rooms in each butiding having less than the minimum 
requirement as to floor area or air space 





No. 
rooms' 


PER 


CENT OF 


REQUIRED 


FLOOR AERA 


PER 


CENT OF 


REQUIRED 


AIR 


SPACE 


SCHOOL 


go- 
99 


80- 
89 


70- 
79 


60- 
60 


SO- 
59 


Below 
SO 


Tota 1 


90- 

99 


80- 
89 


70- 

79 


60- 
69 


50- 
59 


Be- 
low 
50 


Total 


Alfred 

Clinton . . . 
Bevier .... 

Jarvis 

Abr a h a m 

Lincoln . 

Carroll.... 


10 
5 
8 

12 

18 
IS 
IS 
14 
16 
14 
18 

13 
16 

9 


2 
3 

I 

3 
I 
3 


I 
I 
I 
2 


I 








i 
4 
2 
3 

I 
12 
(, 
3 
8 


7 


6 


3 
3 
I 

] 

I 
I 
2 
3 
I 


2 
2 

I 


2 








7 














5 


I 
I 








I 
2 


I 

I 






3 












s 












I 


S 

5 




6 


I 
I 




3 
2 
2 
I 


2 
6 
2 
S 


3 

2 


4 




13 
13 








7 


Pobinson.. 
Rossville. . 
Oak 1 


S 








7 

















'"2 


3 
5 










2 
2 

1 
2 


1 

/ 


5 
2 


3 






12 


Pine 

Thomas 

Jefferson 

St John . . . 


2 








8 














I 


S 


I 










1 


I 








4 




















183 


20 
11% 


24 
13% 


ID 

6% 


6 

3% 


2 
1% 




. 62 

34% 


23 
13% 


19 
10% 


28 
15% 


10 
6% 


4 
2% 


2 

1% 


86 

47 '7o 



'Estimate'] at 35 piipii.-> to a room. ,,.,.. , , , 

2 The figures in this column represent not the number of rooms m th3 buildin,?, but the number 
used for grade purposes at the time of the inspection. 



UKI'ORT OK THE ll I NCI 1 AMTON SCHOOL SYSTEM 



47 



Lighting. The niiiiiniuni rcciuircnienl oi the Education Deparl- 
ment as to the amount of window area is that this shall be equivalent 
to not less than one-fifth of the floor area. This requirement is 
essentially that generally adopted except that the proportion is often 
one-f(nirth instead of one-fifth. 

Of Binghamton's .183 grade rooms, 154 (84 per cent) do not 
have the required window area. Fifteen rooms (8 per cent) are 
below 50 per cent of the standard lighting. The Carroll School is 
conspicuously bad in this respect ; one room measures 23.9 per cent, 
others 35.8 per cent, 38 per cent, 43.1 per cent, 38 per cent, 43.1 per 
cent. Thus, 6 out of 15 rooms in this building fall far below even 
50 per cent of the lighting requirement and not one of the 15 is 
satisfactory. The window area in the three study halls of the Pine 
Street school measures 39 per cent, 44 per cent and 45 per cent. 

Table 4 shows the rooms which are below standard and the 
a[)proximate percentage of window area in each. 



Table 4 

Number of rooms in each building having less than the minimum 

requirement as to window area 



SCHOOL 


No. 
rooms ' 


90-99 


80-89 


7C-79 


6C-69 


50-59 


Below 
SO 


T tal 


Alfred 


10 
5 
8 
12 
18 
15 
IS 
14 
16 
14 
18 
13 
16 
9 


2 
I 

I 

4 

II 

7 

4 

3 
6 

7 


2 

2 

5 
2 
2 
I 
6 
I 
2 

9 

2 


3 

2 
5 

2 
2 

3 

4 

4 


I 

I 

2 

4 
I 

2 


2 

4 

2 

4 
4 
I 

2 
2 

2 


2 

"6 
3 

I 
3 


10 




5 




8 




II 




16 


Carroll 


15 




II 




II 




9 




4 


Oak 


18 


Pine 


10 




16 


St John 


10 








183 


46 

25% 


34 

18% 


25 
14% 


1 1 
6% 


23 

13% 


IS 
8% 


154 

84% 



' The figures in this column represent not the number of rooms in the building bat the number 
used for grade purposes at the time of the inspection. 

Study Halls and Classrooms 
Position of windows. Schoolrooms should be lighted from the 
left or largely from the left and in less degree from the rear; other- 
wise eyestrain results, caused by the production of both light and 
shadow on the desks. In the elementary schools of Bihghamton 
there are twelve rooms used as study halls. These halls are in 



48 THE UNIVERSITY OF THE STATE OF NEW YORK 

eight buildings, three each in buildings on Pine and. Carroll streets 
and one each in buildings on Jarvis, Alfred, Robinson, Laurel, 
St John and Fairview streets. In none of these is the lighting satis- 
factory. It ranges in window area required from 33.8 per cent in 
one study hall in Carroll Street to 84.8 per cent in the study hall of 
the Laurel Street school. There are cross-lights in every study hall 
except two. In one of them the light comes from the rear and from 
a skylight. 

Of the 173 classrooms in these buildings 103 receive light 
from the left and the rear and 49 from the left only. Twenty- 
three receive some light from the right. In 160 of these 
rooms the distances between windows are in excess of 12 inches. 
In many rooms the range is from 24 to 36 inches and several 
exceed this. In 159 of these rooms the windows at the front are less 
than 7 feet from the front desks. In some rooms the distances 
are less than 2 feet. 

Including the study halls and the classrooms, in all 183 rooms, 
154 fail to meet the minimum recognized standard of lighting. 

In the Carroll Street building not a single room has sufficient 
light. One of the study halls has only 35.8 per cent and each of the 
other two has only 38 per cent of the required window area. Each 
of two of the study halls has five windows on the left and five on 
the right, thus producing cross-lights. In the kindergarten with 
five windows on the left, there is only 44.3 per cent of the needed 
area. Each of two has three windows on the left and two in the 
rear, while in each of the other four classrooms, there is 91.8 per 
cent of the needed area. Each of two has three windows on the 
left and two in the rear while each of the other two rooms has two 
•on the left and three in the rear. In all four cross-lights are very 
noticeable. Of the eight recitation rooms, two have 98 per cent each, 
one has 90 per cent, two have 89.7 per cent, two have 43.1 per cent 
each and one has 23.9 per cent of the window area required. Of 
these, two have windows on the left only, three have them at the 
left and rear, two at the right and rear, and one has windows in 
front only. In nine Of the sixteen rooms the front windows are too 
near the front wall, thus producing improper reflection from the 
front blackboard. 

In the schools on St John avenue and Laurel avenue, the lack 
of window area is aggravated by excessive distances of window tops 
from ceilings. 

Proximity of windows to one another. In a schoolhouse con- 
structed according to modern standards, windows should not be 



KI'-.I'OIM- (»!■■ Till': l!l.\(;il.\MT()N SCHOOL SYSTEM 49 

separated "1)}' a distance of more than 12 inches; otherwise alternate 
bands of light and shadow strike the desks. None of the stud}' 
halls conform to this rule. 

It is also expected in a modern school that the window at the 
front of the room shall be not nearer than 7 feet to the front of 
the room. If it is, it is of slight use to the pupils. Besides, when 
thus placed it tends to throw direct light upon the blackboard and 
causes a glare. In this respect the windows in the study halls of 
the Pine and Carroll Streets schools are at a satisfactory distance 
from the desks ; in the study halls of the Jarvis, Alfred, Robinson 
and Laurel Streets schools the distances are too small. 

Heating and ventilation. The statute requires that a public 
school building nuist have a heating and ventilating system capable 
of maintaining a temperature of 70 degrees in any weather and of 
supplying 30 cubic feet of fresh air each minute for each pupil. 
Ventilation tests were made in eleven of the fourteen elementary 
school buildings in Binghamton. Oi the remaining three buildings, 
Fairview and Rossville were being remodelled at the time of making 
the test and the Oak Street building was to be remodelled. Eight 
of the eleven buildings tested have mechanical systems of ventila- 
tion. The Clinton Street building has a mechanical system but 
the fan has never been used. The Carroll and Alfred Street build- 
ings have gravity s}stems. 

The table below indicates the number of rooms in each building 
which were tested for ventilation and the average proportion of 
the required amount of fresh air supplied to each of these rooms. 
In the buildings where but four rooms were tested, the rooms 
selected were in ditTerent parts of the building and presented typical 
conditions. 

Table 5 

Supply Exhaust Ruoms 
School per cent per cent 

Abraham Lincoln 100 100 All 

Thomas JefTerson 100 100 " 

Robinson Street 100 100 four 

Laurel Avenue 100 100 " 

Bevier Street 100 100 " 

Jarvis Street 85 45 " 

St John Avenue 75 75 " 

Pine Street 78 74 " 

Clinton Street 50 50 " 

Carroll Street 50 00 " 

.\1 1'red Street 85 00 

Alfred Street 00 45 two 

Alfred Street 00 00 " 



50 THE UNIVERSITY OF THE STATE OF NEW YORK 

It should be noted that five school buildings with 72 grade rooms 
fully met the requirements as to the supply of fresh air, two buildings 
with twenty-two rooms are supplied with 85 per cent of the required 
amount of fresh air, two buildings with twenty-two rooms with 75 
per cent and two schools with twenty rooms with 50 per cent. 
Although the figures given for the Alfred and Carroll Streets schools 
represent accurately the condition at the time the tests were made, 
they do not in fact give an accurate estimate of the ventilation in 
these schools from day to day, since as has been noted there is no 
forced ventilation in these buildings and the supply of fresh air is 
almost entirely dependent upon the atmospheric conditions at the 
particular time. 

Temperature readings were taken in all buildings and in nearly 
all rooms. The readings were made in the month of January. There 
is no thermostatic control in any of the elementary school buildings, 
and the variation, therefore, from room to room is at times marked. 
The detailed readings in several buidings may be of interest. This 
group represents the old and the more recent types of school build- 
ings in the city. 



Abraham Lincoli 
67 


n: 
65 


68 


70 


73 


64 


68. 


69 


70 


74 


70 


70 


70 


70 


70 


70 


70 


74 


74 


74 


70 














Alfred Street : 


















68 


y-h 


74 


74 


70 


68 


70 


76 




78 


78 


76 














Carroll Street : 


















71 


72 


76 


77 


74 


70 


70 


7Z 


66 


68 


74 


70 


71 


72 


69 








Laurel Avenue : 


















(60 


60 


60 


60)* 


64 


65 


66 


70 


70 


66 


66 


67 


67 


68 


70 








Robinson Street 






, 












72 


72 


70 


70 


72 


72 


72 


72 


70 


66 


63 


70 


69 


72 


74 


70 


72 


72 


72 


















St John Avenue: 
















72 


^S 


67 


70 


7Z 


71 


70 


69 


68 


70 


















* Recess. 



















Ki':i'(»irr oi' riii-. i;i.\'(;iiami()n school systkm 51 

It is obcrvc'd that the variations are wide within the same l)uil(hngs 
regardless of wliclher the hnilchng is old or new. 'Idie minimum, 
median and m.nximum readings in eaeh htiilding are as follows: 

Table 6 

Schuol Mill. Med. Max. 

Abraham Lincoln 64 70 74 

Alfred Street 68 74 78 

Carroll Stretjt 66 71 ■]•] 

1 -aurel Avenue 64 67 70 

Robinson Street 63 T2 74 

St John Avenue '. 65 70 Ti 

The variation in temperature as shown by the thermometer read- 
ings is II degrees in two of these buildings, 10 degrees in two others, 
and 6 and 8 degrees respectively in the other two. Many of the 
rooms were quite overheated, particularly in the old Alfred Street 
and Carroll Street buildings. In the Alfred Street school, seven 
rooms of eleven were at "j^^ degrees or above, and the median for the 
building was 74 degrees, altogether too high for comfort or health. 
Taking into consideration the fact that there is no thermostatic con- 
trol in any of the elementary schools, the more modern buildings are 
heated very uniformly. In the Abraham Lincoln school and in 
the Robinson Street school very few rooms were at an extreme 
temperature. 

In the high school, which has a thoroughly modern heating and 
ventilating plant with thermostatic control, forty-one ropms out of 
tift\-three rooms in which readings were made were at a temperature 
between 69 and 72 degrees. The specifications of every modern 
school plant should include i)rovision for the automatic control of 
the temperature. 

The best authorities agree that the relative humidity in a school- 
room should average from 50 to Cxd and should not fall below 40, 
even in extreme winter weather. In seven t\pical Binghamton 
schools the relative humidity was found to be as follows : 

Robinson Street .' .• • 48 

Clinton Street . *. 52 

Jarvis Street 35 

Alfred Street 43 

Laurel Avenue 42 

Carroll Street • • • ^\ 

Pine Street 42 



52 TIJE UNLVEKSrry OF THE STATE OF NEW YORK 

Toilets. The following statements indicate the percentage of 
required toilet accommodations provided in the school buildings ; 
it is based on the proportion of one seat for every fifteen girls, one 
seat for every twenty-five boys and one urinal for every fifteen 
boys : 

1 Of the fourteen schools, ten have inadequate urinal facili- 
ties for boys. 

2 Only six are provided with the requisite number of seats 
for boys. 

3 Seven of the fourteen schools have less than 85 per cent 
of the standard number of seats for boys. 

4 Seven of the fourteen schools have less than 80 per cent 
of the standard number of seats for girls. 

5 Only five of the fourteen schools are provided with the 
requisite number of seats for girls. 

6 The sanitary conditions are generally good. In one build- 
ing more light is desirable in the toilets and in one other there is 
absence of supply vents. In three buildings the toilets are not 
sufhciently secluded. It is noticeable that all toilets have been 
painted in such a way as to make them as light and sanitary 
as possible, and that they are all kept scrupulously clean. 

The minimum state requirement as to toilet accommodations is 
that there shall be one seat for every twenty-five girls and one seat 
and one urinal for every forty boys. Nine of the Binghamton ele- 
mentary schools meet this requirement fully, five are deficient in 
number of girls' toilet seats (67 per cent, 67 per cent, 67 per cent, 
67 per cent, 70 per cent), two are deficient in number of boys' toilet 
seats (67 per cent, 75 per cent), and one has but 87 j^ per cent of the 
required number of urinals. The Pine Street, Carroll Street, and 
Jarvis Street schools are seriously deficient in this respect. 

Bowls, Sinks and Baths, Washbowls are provided in all the 
buildings. In general, these fixtures are conveniently placed and in 
most buildings the number is adequate. Without exception hot and 
cold water is supplied in all buildings, and very few of the bowls 
are without provision for hot water. Sinks with hot and cold water 
are also provided in all buildings. In some of the larger buildings an 
increase in the number of sinks would add to convenience and 
efficiency in cleaning. In some of the buildings convenience would 
be better served also if the sinks were placed at points more readily 
accessible for general use. 



KI':i'()K'l ()|- llll'; KINCIIAMTON SCllOOl. SYSTEM 53 

Baths are provided in seven buildings as follows : 

Robinson Street school two combination tub and sh(jwer 

Pine Street school " " 

Carroll Street school one " " 

Abraham Lincoln school two shower baths 

Thomas Jefferson school " 

Fairview school one combination tub and shower 

Rossvjlle school " " 

Cloakrooms. Following is a fairly complete summary of cloak- 
room accommodations found in the Binghamton buildings : 

1 Adequate and satisfactory : 9 buildings 

2 Satisfactory except in lighting : one — Carroll Street 

3 Too small and difficult of control : two — Alfred Street and 
Jarvis Street 

4 Insufficient, making use of corridors necessary : one — Clinton 
Street 

5 No cloakrooms ; corridors used for this purpose : one — Pine 
Street 

Most of the cloakrooms are equipped with hooks only. In some 
buildings care in grading the height of hooks to meet varying indi- 
vidual comfort m use was noted, in others little attention to this 
matter was apparent. Racks for umbrellas and rubbers were 
observed in the cloakrooms of only one building — Laurel Avenue. 

Blackboards. In all the buildings essentially all the blackboards 
are of slate, adequate in area and of good quality. There is a wide 
diversity in the height at which the boards are set for pupils of the 
same grade in different buildings. In many buildings, boards are 
from I to 12 inches too high. The recorded heights show an average 
variation of 5 to 6 inches above the standard, with several instances 
in which various boards in various buildings are from 7 to 12 inches 
too high. In one room of the Carroll Street building the boards are 
set from 10 to 12 inches too low. In the new, and where possible in 
remodelled buildings, recognized standards have been followed. 

Equipment of classrooms. The classrooms of the Binghamton 
schools are well supplied with standard equipment. Suitable maps, 
globes and charts are found in all buildings, and in most classrooms 
the walls are adorned with well-selected pictures. In a few rooms 
busts and medallions were observed. All buildings contain two or 
more pianos. Phanographs purchased through the activities of the 



J4 THE UNIVERSITY OF TITE STATE OF NEW YORK 

pupils are found in all schools and are used in a variety of ways in 
connection with the school work. In essentially all rooms where 
built-in book closets are not found, there are ample movable cases, 
often containing a generous supply of suitable books. 

Care of buildings. The tabulation of reported methods followed 
by janitors in the care of buildings reveals a commendable effort at 
standardization. Sweeping of corridors and classrooms is done daily 
with a sweeping compound, and dusting daily with dry or oiled cloth 
is the general practice. The school buildings throughout the city 
are unusually clean. Not only classrooms and corridors but base- 
ments and toilet rooms are in excellent sanitary condition. This is 
so marked as to be a feature of the school plant. 

High School 

The admirable three-story brick high school building centrally 
located on a formal site, is new, fireproof, commodious and con- 
venient. It has four study halls and about fifty rooms for recita- 
tions, scientific and mechanical, laboratories and other special uses, 
which are well lighted both naturally and artificially and are well 
heated and ventilated. The furniture is new, of modern design, good 
quality and sufficient quantity. Other equipment is in most lines 
reasonably complete but in no case lavish. The auditorium is within 
the central court of the main structure. The boiler room, engineer's 
quarters and gymnasium with balcony, swimming pool, baths and 
lockers are in a separate fireproof building in the rear. The citizens 
may well feel satisfied with this enterprising and sane expenditure. 

Scoring of School Buildings 

As a part of the survey of the Binghamton school plant, each 
building was scored or rated on the basis provided by the Strayer 
" Score Card for City School Buildings." ^ This card, which repre- 
sents the consensus of judgment of a large number of school people 
in all parts of the country, assigns looo points as the score of a 
perfect school building and divides these points in general as follows : 

Site 125 

Building 165 

Classrooms 290 

Special rooms 140 

Service systems 280 



1 Score Card for City School Buildings, by George D. Strayer, Teachers 
College, Columbia University, New York, 



KF.PORT ()I- TIM': IMN'CIIAMTOX Sflir)OT, SYSTEM 55 

Each of these jjeiieral t()i)ics is further suhtHvidcd as illustrated 
below : 

I Site 125 

a Location 55 

( 1 ) Accessibility 25 

(2) Environment 30 

b Drainage 30 

( 1 ) Elevation 20 

(2) Nature of soil 10 

c Size and form 40 

Detailed statements of standards upon which scores are based, arc 
provided. 

Each school building in Binghamton was scored independently by 
three members of the survey staff and the sum of the median scores 
assigned by the separate scorers was taken as the final score 
for each building. 

The detailed score for each building as given in the following table 
shows the relative weight assigned to each heading and subheading. 
The perfect or highest possible score is given in the first and second 
columns, the first column giving the assignment for the five main 
headings and the second column giving the distribution of these 
points among the subtopics. Following this is the score for each of 
the school buildings of the city. 



56 



THE UNIVERSITY OE THE STATE OE NEW YORK 



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UETORT OF TIIF. T'.INC.ll AMTON SCHOOL SYSTEM 57 

It is of interest to compare the elementary school buildings on 
the basis of the final score. It is not assumed that in every respect 
the buildings rank in this order, but only that in the opinion of three 
impartial judges, each thoroughly conversant with school buildings, 
equipment and needs, after consideration of all the factors men- 
ti(Mied in the detailed outline used in scoring the buildings, the 
relative rank as determined by the final score is as follows: 

Table 8 
Final score of elementary buildings 

Points allowed out 
School of possible looo 

Clinton Street 545 

Pine Street 588 

Carroll Street 631 

Alfred Street 637 

Jarvis Street 661 

Oak Street 702 

St John Avenue 716 

Robinson Street 752 

Laurel Avenue 759 

Bevier Street 764 

Rossville 7B0 

Fairview 793 

Abraham Lincoln 857 

Thomas Jefferson 886 

Total points 10 057 

Highest possible score 14 000 

The total number of points scored by the fourteen buildings was 
10,057 out of a possible 14,000 points. In other words, taking the 
elementary buildings as a unit, they are rated 71.8 per cent on the 
basis of the maximum score possible. 

There are five buildings in the group with a final score below 700. 
The buildings and their final scores are as follows : 

Clinton Street 545 

Pine Street ' 588 

Carroll Street 631 

Alfred Street 637 

Jarvis Street 661 

Total 3 062 

Highest possible score 5 000 

These buildings as a group score a total of 3062 out of a possible 
5000 points, or show a total rating of 61.2 per cent. In the month 



58 



THE UNIVERSITY OF THE STATE OF NEW YORK 



of January 1918 there were in attendance in these five schools, 
including stores or other buildings used as annexes, 2320 children, 
which was 30.6 per cent of the total number in attendance in all the 
schools of the city during that month. Thus nearly one-third of 
the pupils in all the schools at that time were being cared for in 
buildings which show a rating far below a satisfactory standard. In 
a vacant store temporarily used for school purposes were two 
primary classes occupying a long dark room for which artificial light 
vvas provided as it was necessary even on the brightest days. A 
small portable blackboard was in use, the children were seated in 
chairs without desks, and temporary racks and hooks for coats and 
wraps filled the rear of the space. This is mentioned merely to 
show that many children were being housed in surroundings much 
less satisfactory than even in the Clinton Street building. Although 
a bond issue of $150,000 for a new site and building in this part of 
the city was authorized in March 191 7, these annexes and temporary 
quarters are still in use. The construction of the new building has, 
of course, been somewhat delayed by the unusual war conditions, 
but is now going forward, and within an early date this part of the 
city will have the advantages of a modern school plant. 

Table 9, which gives a list of the elementary school buildings, the 
number of rooms, the date when built, and the cost not only of the 
original building, but of any addition, and of the complete building, 
presents in tabular form what the city has done toward providing 
school homes for the children of the community. 



Table 9 
School buildings 



No. 


NAME 


ORIGINAL BUILDING 


AODITION 


co.M V. vr '. 

BUILDI>TG 


No. 
rooms 


When 
built 


Cost 


No. 
rooms 


When 
built 


Cost 


N). 

ro jms 


Total 
cost 


I 
3 
4 
S 
6 
7 
8 
9 
10 
II 

12 

13 

14 
15 


Oak street 

Robinson Street. . 

Pine Street 

Carrnll Street .... 
Abraham Lincoln . 

Alfred Street 

Thomas Jefferson . 
Clinton Street .... 
Laurel Avenue . . . 
Bevier Street 

Fairview 

Rossville 

Jarvis Street 

St John Avenue . . 


10 
38 
12 
12 
21 

3 
21 

4 
II 
12 

4 

10 

8 

10 


? 

1907 
? 
187I 
1916 
188S 
1916 
188s 
1890 
190 1 

1893 

1896 
1893 
1897 


$60 000 
? 
? 

too 000 

6 000 
100 000 

8 000 

7 000 
18 000 

12 000 

10 000 
16 000 
27 000 


9 

4 
4 

8 

2 
6 

12 

7 

1 4 

[ 4 

12 

4 


1887 

1897 
1897 

1893 

1906 
1901 
1918 
1897 
1907 
1918 
1917 
1899 


S12 000 

II 000 

5 000 

6 500 

2 000 
i/[ 000 
77 700 

8 000 
10 000 
70,000 
75 000 
16 000 


19 
38 
16 
16 

21 
I I 
2[ 
6 
17 

1 " 

22 
12 
10 


J6o 00 ) 

10) 00) 

II 50) 

1. 10 00) 
10 000 
2 1 000 
95 700 

100 000 

85 000 
32 000 
27 000 



KicroKi' oi' rill'; imn'ciiam ton school s^■S'|■|•:^I 59 

lufornia'.ioii is not available as to the date when tlie Oak Street 
aiul Pine Street buildings were erected, or as to the cost of these 
original b^uildings and of the Carroll Street building. The original 
Oak Street building was said to be the oldest school building in the 
city. It was this building to which an addition of nine rooms was 
made in 1887, and which during the past year has been remodelled 
with such unsatisfactory results, as has already been noted. The 
date of erection of the original buildings is given in order in the 
f(jllowing table : 

Taklk 10 

Date of erection of elementary school buildings 

Sciiodi, When uuilt 

Oak Street ? 

Pine Street ? 

Carroll Street 1871 

Clinton Street 1885 

Alfred Street 1888 

Laurel Avenue 1890 

jarvis Street 1893 

l-'airview 18^3 

I'ios.sville 1896 

St John Avenue 1897 

Ikvicr Street 1901 

Robinson Street 1907 

Abraham Lincoln 1916 

Thomas Jefferson 19^6 

Five buildings were built previous to 1890. From 1890 to 1901 
six buildings were erected. The Robinson Street school was built 
in 1907, the Abraham Lincoln and the Thomas Jefferson in 1916, 
and the Woodrow Wilson is now under construction. 

During the ten years from 1897 to 1907, there was api)arently a 
policy of building small additions to meet the need for larger school 
accommodations. Two four-room additions were built in 1897, ^^i"^^ 
four-room addition in 1899, one six-room addition in 1904, one two- 
room addition in 1906 and one four-room addition in 1907. As a 
continued policy such additions are not wise. It may meet an 
immediate situation, but it is usually a short-sighted procedure which 
fails to take into consideration the larger school needs of the city 
as a whole. Oftentimes the small addition to an old building is 
little better than the old structure, offers no improved physical 
advantages, and is of value only in that additional space is pro- 
vided. Buildings of more recent construction are often remodelled 
and readapted to modern school conditions, and additions made at 
the same time, with an economy of expenditure and with greatly 



60 THE UNIVERSITY OF THE STATE OF NEW YORK 

improved educational advantages. Such proposed changes, however, 
need to be studied with every care. It is not so much a question of 
slight differences in cost as it is important that the educational needs 
of the pupils and of the community be met. Problems of this 
character are related closely to the larger school policies of the 
commtmity and they emphasize the necessity of a broad constructive 
program in order to deal intelligently with all questions of school 
construction. 

The large new buildings that have been erected recently, the 
Abraham Lincoln and the Thomas Jefferson, and the Woodrow 
Wilson now under construction, are indicative of a most commend- 
able effort on the part of the school authorities and the public to 
interpret the educational needs in a broad spirit and to provide a 
school building program which will meet the community needs for 
some years. 

It has been thought unnecessary to include here detailed recom- 
mendations as to needed changes or repairs in the various buildings, 
as a complete summai"y of the conditions in each building is being 
filed in the office of the board of education. Some of the larger 
matters relating to the buildings may be mentioned by way of sum- 
mary. The Clinton Street building and site should be and probably 
will be abandoned at an early date. The Pine Street and Carroll 
Street schools are very old and should be abandoned. The use of 
the third floor in these old buildings for school purposes is open to 
criticism, although both buildings have fire escapes. The educational 
needs of that part of the city served by these two schools are vital 
and the whole problem must have early consideration. The new 
buildings which are needed should have ample playgrounds and 
provide through playrooms, baths, auditoriums and manual training 
and domestic science centers for the community activities of the 
school and the public. The Alfred Street building is also unsatis- 
factory and must be replaced by a modern structure on a larger and 
better site. The remodeling of the Oak Street school has resulted 
most unsatisfactorily. In not a single room is the minimum lighting 
requirement met. Although pi"obably not worth remodeling even 
though the work had been wisely planned, the building as now 
completed falls far short of modern requirements. With regard to 
the buildings in general, detailed recommendations relative to light- 
ing, ventilation, sanitary arrangements and other minor matters are 
covered in the summary of these conditions filed in the office of the 
board of education. 



ki;i'()iM ()i-- 'I1II-: liiNciiAMioN sciiooi, system 6i 

5 
SUPERVISION 

The realization of the best educational results in any school system 
depends in no small degree upon the character and adequacy of the 
supervision. It is onl\- through systematic, intelligent and inspira- 
tional leadership that principals, teachers and pupils are united in 
helpful cooperation and are inspired to attain the best of which they 
are capable. 

This report upon su])ervision is based upon the following sources 
of information: (i) a number of interviews with the superintend- 
ent; (2) personal conferences with the special supervisors and with 
the principals; (3) questionnaires addressed to the special super- 
visors and to the principals; (4) inspections of regular class work 
and instruction; (5) numerous documents and reports furnished by 
the superintendent and supervisors ; (6) various reports and exhibits 
that were prepared in making the sun^ey. 

Supervisory Staff 

In addition to the superintendent of schools, the supervisory staff 
consists of the principal of the high school, fourteen principals of 
elementary schools and seven su])ervisors in special subjects as 
follows: English, primary work, health education, industrial arts, 
music, drawing, penmanship. 

It was apparent to those doing the work of the survey that the 
carefully organized program of supei-vision is one of the strong 
features of the Binghamton schools. These supervisors oversee not 
only certain of the " special subjects " but also part of the work 
,/hich is the backbone of the curriculum. The general excellence 
of the work of the supervisors is observed by the casual visitor, 
while a thorough study of the program of supervision shows the 
unusually large part it plays in the daily work of the schools. In 
many cities where the supervision of some particular subject may 
be very thorough, it often happens that there is no effort to articu- 
late this subject with the other work of the school. In Binghamton, 
there is every effort toward articulation and correlation. The super- 
visors in the several subjects work in cooperation with one another, 
and there was observed a breadth of view on their part which is too 
often lacking among specialists in the educational field. This is due 
in part at least to the excellent esprit de corps which is evident 



62 THE UNIVERSITY OF THE STATE OF NEW YORK 

throughout the teaching staff. It is also promoted by means of the 
meetings of the executive council referred to in an earlier chapter. 

In the organization of the work of the supervisory staff there is 
no artificial line drawn between the elementary grades and the high 
school. The elementary and the secondary work is regarded as a 
single unit for this purpose. The supervisor of drawing, the super- 
visor of industrial arts, the supervisor of health education, the supar- 
visor of English, each is responsible under the general direction of 
the superintendent of schools for the organization and supervision 
of his special work throughout the school system. This has resulted 
in a unified and well-organized school program, and has made easy 
for the pupils the transition from the elementary to the secondary 
work. The eight-and-four plan as found in Binghamton might 
almost be called a twelve-year-unit program (without the kinder- 
garten year). The break so often found between the elementary 
and secondary work has in large part been eliminated. Much of 
the instruction in the seventh and eighth grades is departmental. 
The- supervision is continuous. Courses in industrial arts, such as 
wood working, printing, sewing and cooking, and commercial sub- 
jects offer some choice to those of adolescent age. Without any 
special organization such as intermediate or junior high schools, 
the pupils have many of the advantages which they offer. The 
large cosmopolitan high school is centrally located, well equipped, 
and draws pupils from every section of the city. The present organ- 
ization seems very well adapted to meet the needs of the city. In the 
results which are being . attained much credit is due to an efficient 
program of supervision. 

There are two important lines of work which do not have special 
supervision — arithmetic, or mathematics, and the social science- 
geography subjects. The school authorities appreciate fully the 
importance of these subjects and their place in the curriculum. The 
fact that these two lines of work are not in charge of special super- 
visors is due apparently to failure thus far to make the necessary 
provision in the budget. From the work as observed in the schools, 
there is evidently a need for these two additional supervisors. If 
the program of supervision in these remaining subjects should be 
developed in the same satisfactory manner as has been followed in 
the supervision of other subjects in the Binghamton schools, it would 
be difficult to find a city of this size where the educational super- 
vision was more effiicientlv organized or more satisfactorilv carried 
forward. 



REPORT OF TIIF. I! F NCIIAMTON SCHOOL SYSTEM 63 

A special feature of the hijjjh school orji^anization which makes 
for close personal supervision of the work of the individual pupil, 
is the creation of four deans of classes, each of whom is responsible 
for the general oversight of pupils in one year of the high school 
course. Under the general direction of the high school principal, 
who is responsible for the organization and administration of the 
high school work as a whole, the deans meet the teachers in their 
respective years of work once in two weeks for general counsel. 
In a sqnse, their greatest work is in the advice and assistance which 
they give to individual pupils. This oversight and counsel is invalu- 
able to the beginning high school pujMls. It is also of very great 
help to pupils throughout the course in planning the preparation for 
their life work. 

Observation of class work and instruction and the examination of 
exhibits of school work in the various departments gave the impres- 
sion that the special supervisors are well c[ualified for their respective 
fields of work and that they are making earnest efforts to stimulate 
and help both teachers and pupils and to make themselves worthy 
and effective factors in the school system. 

In seeking to secure definite and accurate information with regard 
to the plans and work of the supervisors, a cjuestionnaire was sub- 
mitted and a personal conference held with each one. The replies 
to these questions show that each supervisor is made responsible 
for the observance of the course of study in his or her special line 
and for personal supervision as well as general direction of instruc- 
tion. In general, they follow definite and very similar plans. In 
cooperation with the superintendent, each supervisor prepares a 
definite schedule of work for the year, outlined by weeks or months, 
and a copy is placed in the hands of all principals and of each teacher 
doing the work. Each supervisor holds a conference with the 
teachers once a month and is expected to visit each classroom at 
least once during the interval between conferences and, as previously 
stated, submit to the superintendent a report on each teacher visited. 
Each has special time scheduled for individual conferences with 
teachers. In their further attempt to improve the instruction, each 
supervisor now and then exemplifies suggested methods of procedure 
by actual teaching, a practice that is of great help to teachers of 
limited experience and is an effective way of impressing upon 
teachers the value and use of improved methods. 

The plan of giving the supervisors general charge of all work 
throughout the elementary and secondary course, although somewhat 
unusual, has been so developed that results indicate that the plan 



64 THE UNIVERSITY OF THE STATE OF NEW YORK 

has been a wise departure from the usual practice. As an illustra- 
tion of the plan which was followed we quote from the statement 
made by the supervisor of English in reply to the question asking 
for a detailed statement of the plan and method by which the work 
is carried forward. The following statement was given : 

The following is my time schedule for one school month. All eighth 
grade schools receive one day and one-half, sixth grade schools one day 
only. Since it is not possible to meet all classes in readnig and in English 
each visit, the subjects are observed on alternate visits. Each Wednesday 
afternoon is devoted to clerical work in my office unless it is necessary to 
give special help to new teachers or to make up regular visits lost for some 
good reason. Conferences with individuals are held by appointment each 
Wednesday afternoon from four until six o'clock. Group meetings as stated 
on monthly visitation schedule inclosed. 

Under the general direction of the superintendent of schools, the 
supervisor of English has planned and is carrying out a course 
which begins in the kindergarten and continues with rational con- 
tinuity and in proper sequence through the grades and four years 
of high school. She gives direct supervision to the reading and 
English from the fourth through the ninth year inclusive. The 
importance of this feature should have emphasis in connection with 
the general program of supervision which as has been stated articu- 
lates the elementary and secondary fields. 

The supervisor of primary work is responsible for the supervision 
of all subjects in the kindergarten and the work in the first, second 
and third grades that is not under the direction of other special 
supervisors. The work of the primary supervisor includes the mak- 
ing of plans or outlines covering the course of study in arithmetic, 
geography, phonics, spelling, nature study, and under the direction 
of the English supervisor, in reading and English. The plans are 
discussed at general, grade and individual conferences. Each pri- 
mary room is visited once in four weeks and more often if neces- 
sary. The supervisor of primary grades reserves six half days each 
month for special work which gives her an opportunity for extra 
visits to the grades where special attention is necessary. The pro- 
gram for the various visits is made out with reference to the special 
work which it is desired to see in each room, with the intent to visit 
a room at the scheduled time for the recitation in order that the 
regular program of the class may be interfered with as little as 
possible. Every effort is made to give attention to new or weak 
teachers who may need help in special lines. This practice which 
prevails in all lines of supervisory work has resulted in the building 
up of a strong corps of teachers. New teachers are not left to 



REPORT OF TTTF. HINC. 1 1 A MK ).\ SCIlOOl, SYSTEM 65 

themselves lo cany the work forward successfully or poorly. They 
arc directed, guided and given the benefit of every helpful suggestion 
possible. As a result, much excellent work is found throughout the 
school system, particularly in those subjects which are given the 
benefit of special supervision. 

The work of the primary supervisor in reading, phonics and com- 
position, both oral and written, is subject to the general direction 
of the English supervisor. The work is articulated closely with the 
English work of succeeding years and with the other subjects. 
There is no lack of accord in this respect and the harmony of effort 
and the results indicate the most careful articulation and correlation 
of the work of the supervisory staff. 

The supervisor of industrial and household arts is responsible for 
the work in these subjects in the elementary and secondary course, 
the ins'.ruction extending from the fifth grade through the high 
school. The same coordination of work and unity in plan and 
purpose are observed in this department as in the others which have 
been referred to somewhat in detail above. The outline of the 
work can not be described better than by using the following state- 
ment made by the supervisor in answer to the inquiry regarding this 
phase of his duties : 

Every afternoon is given to class instruction in vocational workshop "A" 
in the high school. The forenoon is given to the supervision of industrial 
and household arts in the high school and manual training and domestic 
science in the grades. The high school work includes technical and voca- 
tional classes in woodwork, sheet metal, mechanical drawing and printing 
for the boys and cookery and sewing for the girls. 

The fifth and sixth grade manual training includes sewing and mechanical 
drawing taught by the various grade teachers in the city. The work of the 
seventh and eighth grades is workshop and drawing for the boys and cook- 
ery and sewing for the girls. There are five centers established in different 
parts of the city where these pupils receive their instr.uction under special 
teachers. These special teachers also assist with the fifth and sixth grade 
drawing and sewing. 

Since the declaration of war the whole department has given its efforts to 
Red Cross work, which naturally requires considerable checking up. We 
are just now entering into our Junior Red Cross work and through the 
industrial department expect to engage the services of every school child in 
the city on the refugee work for France and Belgium. 

The supervisor of drawing is responsible for the course in draw- 
ing throughout the twelve years of the elementary and secondary 
work with the exception of the mechanical drawing, which is under 
the direction of the department of industrial training. The super- 
visor visits each of the elementary schools monthly and the high 



66 THE UNIVERSITY OF THE STATE OF NEW YORK 

school classes weekly ; she reserves one forenoon weekly for office 
and individual preparation of work, one hour weekly for conferences 
with individual teachers, and one hour to two hours monthly for 
conferences with all teachers of drawing in the city. In general, 
the course provides for three or more weekly recitations; lOO 
minutes weekly if possible, arranged under the topics: representa- 
tion, construction and applied design approximately in the following 
proportion: pictorial, one week, construction, two weeks, applied 
design, one week. Every effort is made in connection with the 
supervision of the work to make the course sufficiently flexible so 
that each teacher will have ample opportunity to develop her own 
individuality and originality while carrying forward a clearly defined 
general plan. A general drawing exhibit of all the work of the 
schools is held annually usually in March. 

In both music and penmanship the plan and method follow the 
general outline of procedure described in the preceding paragraphs. 
The work in music is covered fully on pages 107-9. 

Tuesday of each month, in outlining the essentials by which the 
progr'ess of the pupils is judged, the supervisor of penmanship gives 
the following summary which covers the essential features of the 
work of the elementary grades : 

1 Healthful posture 

a Physical adjustment — body 

b Mechanical adjustment — paper, pens or pencils, desk, hand, arm 

2 Correct motor and mental habits which result in legibility, freedom, en- 
durance, speed and ease 

3 Neatness 

4 Arrangement 

5 Knowledge of subject matter 

During the first and second grades healthful posture, correct habit forma- 
tion and enough legibility to meet the language needs of the child are 
fundamental. 

The third and fourth grades emphasize position and movement, graceful 
forms rather than accuracy being desired. 

Fifth and sixth grades in addition to the above expect a certain amount 
of skill; uniform spacing, slant, alignment; a good quality of line; graceful 
forms. The details of form are taught in these grades. 

Pupils of the seventh and eighth grades are at the right age to write well 
and rapidly. Speed is emphasized, skill is necessary, a light touch is culti- 
vated and arm movement should become habitual. 

Under the direction of the superintendent of schools, the super- 
visor of health education has developed a unique program. It is 
broad in its conception and it covers the entire subject of health 
education in the schools of the city from the kindergarten through 



REPORT OF THE lilNGHAMTON SCHOOL SYSTEM 6/ 

the high school. Quoting from the statement given by the super- 
visor of heahh education as to the plan and method by which this 
work is carried forward, we give the following: 

The subject of health education is planned to cover all matters in any way 
pertaining to the physical welfare of school children. It is divided into live 
working sections, namely, medical inspection, setting-up drills, instruction in 
hygiene, organized recreation, gj-mnastic drills and marching. The work as 
a whole is supervised by one person for the sake of uniformity, but there ' 
are special instructors, that is, nurses, physical trainers and regular teachers 
working in each division of the subject who arie thoroughly acquainted with 
the general plan and who are endea\oring to establish absolute unity and 
correlation of work without any overlapping or interference. Each instruc- 
tor reports on his work at the close of the day according to definite methods 
prescribed by the supervisor. In this way she is able to keep in constant 
touch with every phase of work in the department. 

It may be observed in this connection that there is a close coopera- 
tion between the department of health education in the public schools 
and the city department of health. The records in the office of the 
supervisor of health education indicate that a very careful check is 
kept upon all matters of health in the city which in any way relate 
to the pupils in the schools or the homes from which they come. 
Daily reports are received by the supervisor of health education 
from the city departn'ient of health on matters which in any way 
relate to the schools. During the first hour of the day, high school 
pupils may confer with the supervisor of health education regarding 
any of the work which they have in this department. Schools are 
visited according to a definite program which is outlined after much 
the same plan which is followed by the other supervisors. Meetings 
are held during the month with different groups of teachers for the 
purpose of giving general instruction in health education work. At 
the close of each day, the hour from four to five is spent in the office 
for conference with teachers or parents. In judging the work of 
the teachers, the supervisor and the assistants in this department 
endeavor to give special consideration to the following points : 

The conducting of the daily ifive-minute inspections that are given by the 
teacher at the beginning of each session for cleanliness and neatness, signs 
of physical abnormality and injury or illness and the personal instruction 
which she gives during the inspections; the reporting to proper authorities 
according to outline and instruction all pupils needing the attention of the 
department; the use of the physical record book which is for the purpose 
of recording facts concerning the physical, mental and moral standing of 
her class; the physical condition of the classroom as to light, heat, ventila- 
tion and cleanliness, the conducting of the setting-up drills which are given 
by the teacher f.or three minutes before each classroom period; the instruc- 

s 



68 



THE UNIVERSITY OF THE STATE OF NEW YORK 



tion in hygiene according to approved methods, the response to playground 
activities. 

It should be stated in this connection that all recreational activities 
of the schools are under most careful supervision. The recess 
period in all the elementary schools is in every sense a period of 
supervised recreation. Teachers are with the pupils on the play- 
ground and there is nothing of the rowdy spirit with the accompany- 
ing boisterous play which is so apparent in many schools in our 
villages and cities. Those who were engaged in the work of the 
survey are united in their comment that better supervised recrea- 
tional periods, with the work under the careful direction of teachers 
and supervisory officers, had never been observed in connection 
with the schools of any city of the State. 

The accompanying chart prepared by the supervisor of health 
education shows in graphic form the broad interpretation under 
which the subject of health education is organized in Binghamton. 




Chart 9 
Outlining program of health education in Binghamton 



REPORT OF THE RTXGIIAMTON SCHOOL SYSTEM 



69 



In the dail}- work of the supervisors a brief report is made of 
the observations in each classroom. This report is sent to the office 
of the superintendent of schools and is used together with the 
report of the principal in rating the efficiency of the teacher. Under 
the heading " teacher " four points are noted : ability, effort, prep- 
aration and progress. Under the heading " class," three observations 
are made : conduct, preparation and progress. The card used for 
making the report is small and of convenient size for filing. The 
printed form is as follows : 



DEPARTMENT OF EDUCATION 
BINGHAM TO N 

Daily Rpport of Supervisor 

Date 191.... 

School No Grade 

Teacher 

Ability--Nat Ac- 

Effort 

Preparation 

Progress 

Class 

Conduct 

Preparation 

Progress 

Date of Last Visit 

Special Report 



This method of rating the work of the teacher tTirough the com- 
bined judgment of principal and supervisor by means of these 
definite reports made to the superintendent is giving general satis- 
faction. The report of the principal on the teacher's record is more 
detailed but is made out only once each year. The constructive 
purpose of these reports has been kept in mind by supervisors and 
principals ; this purpose is to avoid unworthy comparisons between 
teachers and to help every teacher to give the largest possible 
service to the schools and the communitv. 



7©- THE UNIVERSITY OiF THE STATE OF NEW YORK 

The p'rogram cf s-iapervisiQ-o for the secondary work has been 
oirDtL'iined! in brief m the eaFliier part of the chapter. The principal 
of the high school has direct authority, of course, over all activities 
in this part of the work and gives a reasonable amount of time to 
daily classroom supervision. He is in close touch with all student 
activities and with organizations of parents and pupils. There is 
the usual departmental organization with departnient heads or chair- 
men. Tlie feature of tke program of supervision in the high school, 
as has been stated above, is that four deans, each of whom is respon- 
sible for the general oversight of pupils in one year of the high school 
work, are the special assistants who direct the activities and who 
are responsible for individual programs in the different years to 
which they are assigned. This organization of supervisory work 
for the high school appears to be most commendable from every 
point of view. 

Elementary School Principals 

School principals must be educationally well qualified and well 
trained professionally for their important share in making the super- 
vision in their school system effective. Without the intelligent and 
hearty cooperation and leadership of forceful, inspirational and 
efficient principals in charge of the elementary schools, no system 
of supervision can satisfactorily perform its functions or in the 
highest degree realize its purposes. Of the fourteen elementary 
school principals (four men and ten women), one is a college gradu- 
ate, four are graduates from normal schools, seven were graduated 
from high schools or seminaries only and two attended high school 
without graduation. Three of the seven who were graduated from 
high schools hold state certificates. The other four hold first grade 
certificates. Their experience in teaching ranges from 8 to 50 years, 
the average being 29 years. Nine of the fourteen have had from 28 
to 50 years' experience and each one of the nine has been in the 
Binghamton schools 22 years or more. Five of the seven who were 
graduated from high school only are graduates of the Binghamton 
High School and have had no experience in teaching outside of the 
city. Only two of the principals have been appointed within the 
last 10 years. The following comments made by those engaged in 
the work of the survey have been taken from their notes- made in 
connection with the inspection of the various schools and will fairly 
characterize the efficiency of the elementary school principals : 



RETORT OF THE BINGHAMTON SCHOOL SYSTEM /I 

Principal A • 

Pleasing persoiialil}'. Good influence. Lojal lo plans and wishes of super- 
intendent. Not familiar with modern educational thought. 
Principal B : 

Impressive in appearance. Reasonabl}^ successful in the mechanical run- 
ning of the school. Failure as a supervisor of instruction. ' 
Principal C- ! 

Energetic. Effective in discipline throughout the school. A wholesom.e 
woman. Understands teaching. Acquisition of subject matter, however, 
varies considerably from room to room. 
Principal D : 

Tactful and efficient in office matters. Does not appear to have much 
influence in the work and methods. 
Principal E: 

Good clerk. Sympathetic with children. Looks after cleanliness. 

Principal F: 

A person of untiring zeal. Has tender solicitude for pupils. Not an 
intellectital leader but gives details of school careful attention. 

Principal G: 

Well intentioned but not a forceful leader. 

It is apparent that a serious weakness in the B'nghamton schools 
and in their program of supervision is in the principalships of several 
of the elementary schools. Notwithstanding. their loyalty and faith- 
fulness and their conscientious efforts, the lack of broad professioTial 
training and experience on the part of several makes impossible 
that breadth of view and personal initiative which is essential to 
good supervisory leadership. 

It is, therefore, quite apparent that in the program of ediacati-onal 
supervision, it has been necessary for the superintendent of schools 
to depend largely upon the corps of special supervisors rather than 
upon the principals of the elementary schools. 

The principals as a bod}' make little effort to hold regular faculty 
meetings. In answer to an inquiry on this subject, the following 
answers are noted : 

Regular meetings everj^ two -weeks. 

Faculty meeting once a month. 

Faculty meetings about three times a term. 

Not regularly. 

Faculty meetings usually once a month. 

Occasional onlj^ 

The. principals state that at these meetings the matters which are 
■discussed are largely of a routine character, usually reporting to the 
teachers general directions which may be sent out by the super- 
intendent's office. In a few schools, faculty meetings are held 



72 THE UNIVERSITY OF THE STATE OF NEW YORK 

regularly. In general, however, there is no fixed program as to 
faculty meetings or any indication that the principals as a group take 
proper initiative in directing the educational work of the schools 
or in mapping out any constructive program as to matters which 
may concern the school or the immediate school community. 

It would not be a fair statement of the situation to omit a reference 
to the efficient work which is being done by some of the principals. 
In some of the schools there is close cooperation between the princi- 
pals and supervisors by which the general directions and suggestions 
of the supervisors are followed up by the principals through 
thorough and systematic classroom visitation. This is an important 
feature of the principal's work if the best results are to be attained. 
Moreover, in the rating of teachers the principal's judgment is of 
importance as well as that of the supervisor. In estimating the work 
of the individual teacher the principal is required to report on the 
following points : teaching ability, scholarship, effort, personality, 
control of class, and general estimate. Some of the principals shov/ 
a first-hand knowledge of classroom conditions which indicates an 
effort to meet in full the responsibilities of this task. 

In large part, the work of the elementary school principals is 
of a clerical nature. While they endeavor to give a reasonable 
amount of time to the classroom supervision, several of the principals 
have not the educational background or the initiative which is neces- 
sary to do this part of the work in an efficient manner. Although 
they have little clerical help this in all probability is not a serious 
embarrassment to the schools as many of the principals have ample 
time in which to attend to this feature of their work. The time given 
to class supervision as reported by the principals varies from two to 
four hours daily. It is doubtless true that in general they are 
making earnest effort to cooperate with the superintendent to carry 
out the general school requirements. As a constructive force, how- 
ever, cooperating with the special supervisors in advancing educa- 
tional standards and improving the character of the teaching in 
the elementary schools, only a few principals are giving service which 
constitutes a positive educational contribution to the advancement 
of teaching standards in their schools. 

Summary 

The program of supervision is broad and constructive. Super- 
visors are given large responsibility. The school system is organized 
as a single unit for purposes of supervision, in which there is a 



REPORT OF THE BINGIIAMTON SCHOOL SYSTEM 73 

logical and continuous development of work from the kindergarten 
through the high school. 

There is no special provision for the supervision of the work in 
arithmetic and in geography and history in the elementary grades. 
The supervision of these subjects is limited to that given by the 
elementary school principals. 

The elementary school principals, with a few exceptions, play a 
very small part in the educational program of the city. Their lack 
of professional training and their limited experience in the educa- 
tional field, all of which in many instances has been in their home 
city, are indicative of the lack of their special qualifications or 
peculiar fitness for these positions. Without the intelligent and 
hearty cooperation and leadership of forceful, inspirational and 
efficient principals in charge of the elementary schools no system 
of educational supervision can satisfactorily perform its functions 
or meet its responsibilities. 

The supervision of the secondary work under the general direction 
of the high school principal is admirably carried out with the assist- 
ance of the four deans of classes and the heads of departments. 

The plan which is followed in rating the teachers and in estimating 
the character of their w^ork by both principals and supervisors gives 
the superintendent of schools very definite information as to the 
individual teacher. 

The general program of supervision has been organized with 
great care and with every thought of efficient administration. 
Special attention is given to supervised study throughout all the 
schools. The objective has evidently been the pupils' welfare in the 
classroom and the school community, as the spirit of cooperation 
and mutual service among supervisors and teachers has resulted in 
an unsually wholesome atmosphere throughout all the schools. 



74 



THE UNIVERSITY OF THE STATE OF NEW YORK 



THE TEACHING STAFF 

The work of the principals and supervisors has been discussed 
in the chapter on supervision. It is the purpose to take up in this 
chapter the general characteristics of the teaching staff, such as 
training, experience, and general conditions under which the teach- 
ing staff is selected as well as the compensations and rewards which 
the community offers for meritorious sei"vice. 

The increase in the number of teachers employed in the schools of 
Binghaniton from 1890 to 191 8 and the growth of school attendance 
in average membership is shown in the following chart: 



*M >o > ^ \a *^ (O 



> u, so 



OJ >rj > ^O O ^ 

^ oj oj 05 ^ o> 



PUPILS 



6000 



•lOOO 



£000 









/\ ,^ 




/ 1 




r^ 




/ -- 




! 


i/ 
























1 












1 














/ 










^■ 

























1 TEACHERS 



300 



ZOO 



/ao 



Chart 10 
Showing growth in school rittendance and in teaching staff from 1890 to 1917 

The total registration in the public schools of Binghamton 
increased from 4763 pupils in 1890 to 9401 in 1918. During the 
same period the average daily attendance increased from 3530 to 
6851, an increase of 94 per cent. In 1890 the number of teachers 
employed in the public schools was 99; in 1918 the number of 
teachers had increased to 314, an increase of 218 per cent. The 
average daily attendance per teacher in 1890 was 36 pupils; in 1918 



REPORT OF THE BINGHAMTON SCHOOL SYSTEM 75 

this had been reduced to 21 pupils per teacher. The average daily 
attendance per teacher in the elementary grades in 1918 was 25, and 
the high school 13.6. 

The teaching staff of the Binghamton schools at the time of the 
survey consisted of the following organization: 

I high school principal 
7 supervisors 
44 high sdiool teachers 
10 vocational teachers 
14 elementary school principals 
220 elementary school teachers 
18 special teachers 



314 total staff 

The tendency to provide an adequate teaching staff and to bring 
within reasonable limits the number of pupils per teacher is in line 
with the efforts in this direction that are being made in the more 
progressive school systems of the country. The present average 
daily attendance of 25 pupils per teacher in the elementary grades, 
indicating a classroom registration of t,t, to 35 pupils per teacher, 
appears to be a reasonable assignment and shows that numerically 
the teaching staff in the elementary grades is adequate. The school 
authorities are to be commended for the provision which has been 
made to care for the pupils without the congestion which is so 
frequently observed in city school systems, especially in those sec- 
tions where the foreign population predominates. 

In the high school the average daily attendance per teacher is 
unusually low. The average daily attendance per teacher in the 
high schools in the fifteen cities of the State given in tables in 
chapter 10 on Finances are as follows for the school year 1918: 

Table ii 
Average daily attendance in high school per teacher, 1917-18 

CITY 

Poughkcepsie 25 . 9 

Elmira 23. 

Jamestown 22.5 

Syracuse » 21.3 

Troy 20.8 

Niagara Falls '• 20.7 

Amsterdam 20.4 

Utica 20.4 

Auburn 20. - 

New Rochelle 20. 



76 THE UNIVERSITY OF THE STATE OF NEW YORK 

CITY 

Schenectady 19.8 

Yonkers 19.6 

Mount Vernon 18.9 

Albany 18.7 

Binghamton ' 13.6 

From this table it is observed that the average daily attendance per 
teacher in the high schools in these cities varies from 25.9 in Pough- 
keepsie to 13.6 in Binghamton. It may be assumed, therefore, that in 
Binghamton the high school unit is more highly organized than is the 
case in the other cities of the group. Should Binghamton reduce 
the teaching staff in the high school, or are there features of the 
organization of such merit that other secondary schools might well 
make use of them? The special emphasis that is given to the super- 
vision of first-year pupils, the system of deans and group teachers, 
the attention that is given to home visits and to the follow-up of 
special individual cases, which indicates that tmusual but reasonable 
attention is given in a systematic way to the needs of the individual 
pupil — all these are features of a well-organized high school which 
endeavors as best can be done to meet individual and community 
needs. At the same time, it is doubtless true that the present high 
school organization could accommodate 150 to 200 additional pupils 
with little if any addition to the teaching staff. The normal registra- 
tion has probably been somewhat reduced by the unusual war con- 
ditions and the attraction of large wages in the several local indus- 
trial plants. 

Training 

Of the 233 elementary teachers in the Binghamton schools (220 
classroom and 13 special teachers), 66 per cent are normal school 
graduates, and of these, 11 per cent have done work beyond the 
normal school. Ten per cent are high school graduates with addi- 
tional work in summer schools or in partial attendance upon normal 
schools or colleges. Thirteen per cent are high school graduates 
only, and 10 per cent of the elementary teaching staff have ijot com- 
pleted the high school course. Twenty-three per cent of the ele- 
mentary teaching staff have therefore had no training beyond high 
school. This is a rather unusual percentage of classroom teachers 
without any special professional training for their work. It is due, 
of course, to local conditions which have obtained for a long period 
and is in a sense an inheritance from past decades. It is not the 
thought to criticize any teacher in this class but rather to condemn a 
policy which resulted in the employment of so many teachers with- 
out professional training. 



REPORT OF THE I'.IXGHAMTON SCHOOL SYSTEM 



17 



Chart 1 1 ])resents jj^raphically the training of the teachers in the 
elementary and secondary schools. 




Secondar^j 

Chart ii 
Sho\ving the training of elementary and secondary teachers in the Bing- 

hamton schools 



7o THE UNIVERSITY OF THE STATE OF NEW YORK 

Of the 49 high school teachers, 39, or approximately 80 per cent, 
are college graduates, 8 teachers, or 16^ per cent, are normal school 
graduates with special college work or summer school courses, and 
2 teachers, or 4 per cent, have less training. The professional train- 
ing of the high school teaching staff is strong. Evidently unusual 
care has been shown in making these appointments. The percentage 
of college-trained teachers is large, and is to the credit of the local 
school authorities. 

Considering the teaching staff as a whole, the training of the 
elementary teachers is somewhat below the standard expected in 
the best schools of our progressive communities, while the high 
school teachers are unusually well trained for their professional 
work. It appears that the teachers more recently employed in the 
school system have had the necessary professional training; and in 
fairness to others it should be added that many of the teachers 
without normal school trainiing or other special professional qualifi- 
cations have in connection with their teaching experience improved 
opportunities to broaden their educational horizon so that oftentimes 
they are very well qualified for their classroom work. 

Experience 

The span of experience of the elementary teachers is from o to 45 
years. The median experience is 10 years. This is somewhat 
greater than for the country as a whole where reliable estimates 
have given the average teaching experience as somewhat under 5 
years. Nearly 6 per cent of the teachers were without previous 
teaching experience; 50 per cent have had 10 years' experience or 
less ; 29 per cent from 10 to 20 years ; 17 per cent have had more than 
20 years' experience; and 3 have taught more than 40 years. 

Of the teachers in the elementary grades, 53 per cent are graduates 
of the Binghamton schools. Thirty-six per cent are local graduates 
with no teaching experience elsewhere. Seventy-three per cent of 
the total teaching experience was gained in Binghamton. 
' The experience of the secondary teachers varies from o to 24 
3^ears. The median experience is 4 years. Thirty-three and three- 
tenths per cent were without previous teaching experience; 25.9 
have had 5 3''ears' experience or less; 16.7 per cent from 5 to 10 
years ; 18.5 per cent from 10 to 20 years ; 5.6 per cent over 20 years. 

Although the range of age of the teachers is from 20 to 72 years, 
the median age is 33 years. Thirty'-nine and two-tenths per cent 
of the teachers are less than 30 years of age. The low average age 
indicates the lack of persistency in the profession, or rather the 



REPORT OF THE BINGHAMTON SCHOOL SYSTEM 



79 



failure of the salary or other inducements to hold the teachers in 
the scliools. 

Chart 12 shows the }ear of aj^pointment of teachers in the Bing- 
fcaraton schools. 



/ace 

/a 7a 

/67S 
/S77 

/d7e 
/oac 
/aei 
/a8^ 
/aai 
/eaJ 
/<sa6 
zee? 

/BQS 

/eao 

1831 

/89S 
/596 
/SS7 

/a9B 
/es>9 

/300 
/90/ 

/joa. 

/SOS 
/90^ 

/9or 

J9QG 

/307 

/M8 

/90S 

/9I0 

f3ll 

/3/2. 

/9I3 

/SiH 

/SIS 

/S/6 

J 917 



A/ cy /^ B r p 
S /O 



T ^ i^ C /■/£ f=i iS 

/s 



20 



;iS 




1 1 — 1 — 1 — 










SLi 




= 






^^^" 












^^^ 




^*^^^^" 






^^^^~ 














^* 
























_^___ 










^^^^ 












■^H 























^^^ 









Chart I2 
Showing lenirre of teachers in the Binghatnton schools 

Notwithstanding the fact that th-e total teaching experience has 
largely been gained in Binghamton, and that one teacher in three 
in the elementary grades is a local graduate \yith. no teaching experi- 
ence in other schools, an unusuail spirit dominates the classroom 
activities and the strong esprit de corps of the entire teaching staff 
was noted and favorably commented upon by every one talcing part 
in the survev. Yet the situation is such that the dansrers from 



8o THE UNIVERSITY OF THE STATE OF NEW YORK 

inbreeding are most serious. A progressive city can not afford in 
the interests of the boys and girls of the community to place such 
a large per cent of local girls as teachers in the schools. The 
reaction of other personalities is essential for the progress of the 
schools. Under an efficient administration and with a well-organized 
program of supervision the dangers are possibly minimized ; but the 
general situation is such that careful attention should be given to it 
by the local school authorities. The best interests of the schools 
demand a reasonable number of teachers drawn from other com- 
munities. It is especially difficult to administer this at present on 
account of the low salary schedule. 

Salary Schedule 

The salaries of elementary teachers range from $400 to $900* 
with the median approximately $725. Fifty per cent of the ele- 
mentary teaching staff receive $725 or less;. and 18 per cent, or 
nearly one-fifth, of the elementary teachers receive a compensation 
not exceeding $600. The salary schedule for elementary teachers 
is not one of which the city has reason to be proud. 

The salaries paid to high school teachers range from $700 to 
$1100.* The median salary is $950. Fifty per cent of the high 
school teachers are receiving less than this amount. Department 
heads and class deans are not paid according to any fixed schedule. 
The present salaries for these positions vary from $1075 to $1650. 

Salary schedules in both, the elementary and secondary schools 
are low. More is demanded of the schools than ever before and 
salaries that were formerly adequate are no longer sufficient. 

The fact that half of the elementary teachers in Binghamton are 
' paid $725 a year or less indicates that it is impossible for the school 
authorities to command the best teaching ability from the neighbor- 
ing communities or from other localities. A salary of $700 has far 
less purchasing power today than a few years ago. The cost of 
living has so increased that the teaching profession with the mod- 
erate salaries offered does not attract the most desirable candidates. 
Even though the initial salary is small, proper returns to those who 
may attain a high standard of work would insure longer tenure and 
greater stability in the teaching staff. 

The following diagrams show the distribution of salaries paid 
elementary and high school teachers : 



<* Maximum now $1000. 
^ Maximum now $1200. 



REPORT OF THE BINGHAMTON SCHOOL SYSTEM 



8l 





^ 






G 

o 

s 
"to 

s 







tij 



oo oooioooooooiooinoiooioO»oOOioOioOOOoif> 

6«f> lr>o »f)A Oio if)0 oot~.ioc>iOb-«r»NOt-<OiONOl-iO'^Olor~ 






82 



THE UNIVERSITY OF THE STATE OF NEW YORK 



Not only should salaries generally be increased but the increase 
should be adjusted to encourage professional growth, unusual ability, 
advanced study, travel, attendance at summer schools, or graduate 
work on leave of absence. The low median age of the teaching staff 
is a large asset, provided it can be wisely helped to larger powers 
and service. Many of the teachers have taught from lo to 20 or 
even more years without any additional professional training. Not 
only experience but training and personal growth should be factors 
in a salary schedule. Within certain limits a salary schedule may 
well be automatic, but beyond that point there should be oppor- 
tunities for advancement for special ability or efficiency and growth 
in the profession. 

The dual system of control in financial matters between the board 
of education and the city authorities has operated disastrously in its 
effect on the salary schedule. The board of education has been 
unable at times to grant increases to which- the teachers were entitled 
because of limitations which have been placed on the budget by the 
board of estimate and apportionment. It is possible tliat this may 
explain in part the great difference between the median salaries in 
Binghamton and Utica in both elementary grades and high school, 
although they now have the same possible maximtun. With a pos- 
siHe maximum salary for regular' grade teachers of $1000, the 
median salary ir '-^a is $8^0 while in Binghamton it is only $725. 
With a possible maximunx salary of $1200 for high school teachers, 
the median in Utica is $1 100, while in Binghamton it is $950. 

A graphic representation of the median salaries in elementary 
grades and in high schools in Utica, Schenectady and Binghamton 
is given in chart 14. 



BliSGHAMTON # 



SCWEMECTADY $ 750 



UTICA 



$ 850 




Elementary 'Grades 





ZOB 


AOO 


€■00 


%OG 1000 1200 






HH 




■™™ 
























^i^^ 








^ 



BINGHAMTON $ 950 ^ 
SCHENfCTAOY $1000 
UTICA $1 I50 

, ■ High School 

Chart 14 
Showing median salaries in elementary grades and in high schools in Bing- 
hamton, Schenectady and Utica 



REPORT OF THE BINGHAMTON SCHOOL SYSTEM 83 

From the preceding chart it is apparent that notwithstanding 
the fact that there is the same maximTim salary for elementary 
teachers in Utica and in Binghaniton, there is a wide difference in 
the median salary actually paid. The same is true regarding the 
median salaries of the high school teachers in these two cities. No 
feature of the school organization in Binghamton needs more 
immediate or positive readjustment than the salary schedule. The 
median salary of the teaching staff is very low. The possible maxi- 
mum salary would seem almost impossible of attainment. It is very 
apparent that the increase in salary for the individual teacher has 
been unusually slow. Otherwise, with a median experience of lo 
years for the elementary teachers, the median salary paid would be 
more creditable to the city. 

The low wages paid school teachers generally throughout the 
country has caused thousands of young women who would other\yise 
become good teachers to seek more remunerative fields. The salaries 
of teachers must be increased both to secure for the schools in our 
cities and .villages the best ability now available and to encourage 
the best type of young men and women to enter the teaching field. 
A progressive city like Binghamton should make sure that it leads 
its neighbors by a clear margin so as to attract the best possible 
teaching personnel. 

Summary ' 

The teaching staff of the Binghamton schools consists of 314 
teachers, principals and supervisors. That this staff is numerically 
adequate is shown by the number of pupils in average daily attend- 
ance per teacher, in the elementary grades 25 pupils per teacher, 
and in the high school 13.6 pupils per teacher. The low registration 
per teacher in the high school is due in part to the highly developed 
organization and in part to a smaller attendance than was anticipated 
because of the war and the unusual attractions in the industries. 

Sixty-six per cent of the elementary teachers are normal school 
graduates, and of the high school teachers 80 per cent are college 
graduates. In education and professional training the secondary 
teaching staff is strong. Of the elementary teachers, however, nearly 
25 per cent have had no training beyond high school. 

The median length of experience of the elementary teachers is 10 
years, and of the high school, 5 years. Seventy-three per cent 
of the teaching experience of the elementary teachers was gained 
in Binghamton. Approximately 40 per cent of the teachers are not 
over 30 years of age. 



84 THE UNIVERSITY OF THE STATE OF NEW YORK 

The median salary paid is unusually low. A median salary of 
$725 in the elementary grades, and of $950 in the high school is not 
a situation of which the city may be proud. With a possible maxi- 
mum salary of $1000 in the grades, and of $1200 in the high school, 
the present median seems very low. The salary schedule is not 
sufficient to attract and to hold the best teaching ability. 

Growth in service and in efficiency may well be recognized in 
the salary schedule. Not only experience but special training 
and growth in the profession should insure opportunities for 
advancement. 




Tlic lievier Street Scliool 
Recenth' remodeled and enlarged 




NM^ 






/ 



■f 



I3M 



ff fi* ff 




The Fairview School 
Recently remodeled and enlarged 



REPORT OF THE BINGIIAMTON SCHOOL SYSTEM 



7 

COURSE OF STUDY AND INSTRUCTION IN THE 
ELEMENTARY SCHOOLS 

The elementary schools of any city are vital factors of its life. 
In their work from decade to decade they affect intimately a 
majority of the citizenship, and in their work from day to day they 
reach the majority of the school population in its most impression- 
able years. It follows, without detracting from the importance of 
the service rendered by the high school, that the work of the ele- 
mentary schools is incomparably the most vital and strategic in the 
educational system. In this chapter are presented the findings of 
the survey on the course of study and instruction in the elementary 
schools. 

To reach reasonably sound conclusions with regard to the work 
of a school system, there are at least three approaches : ( i ) a care- 
ful study of the curriculum as a whole, and of the daily programs ; 

(2) an estimate of work, by subjects, presented in the reports of 
competent observers, and by the records of many classroom visits; 

(3) measurement of the attainments. These three methods com- 
plement each other; all were employed by the survey staff in 
Binghamton. 

An ideal course of study must preserve a nice balance between 
two characteristics. It must be conservative, in that it must sift 
and reproduce for the youth of the schools the " best that has been 
thought and said and done " by the race, in terms which can be 
readily understood. It must be dynamic in that it presents the best 
material of the past in the light of the needs of the present and of 
the community in which the child lives, and in that it gives him, not 
only information, but also habits and powers to grapple with life as 
life presents itself to him. It follows that the large outlines and 
controlling principles of the curriculum as a whole should be reason- 
ably permanent and stable ; the details of subject matter and class- 
room technic should be flexible, sensitive and subject to frequent 
modification and change. 

The Binghamton course of study does not exist as a whole in a 
printed form. It is essentially a loose-leaf affair. With the larger 
features of the work definitely fixed, the separate outlines give 
supervisors an unusual opportunity to articulate and correlate the 
detailed suggestiofis in the different subjects and to introduce timely 
topics of immediate interest and value. Stability of a course of 



86 THE UNIVERSITY OF THE STATE OF XEW YORK 

study is apt to be a curse rather than a virtue with most school 
systems. Binghamton has erred, if at all, in the right direction. 

Several facts present themselves at once in a scrutiny of its cur- 
riculum as a whole. It has been formulated not upon a basis of 
tradition merely but upon controlling principles such as must shape 
the work of the most progressive schools. While it is not printed 
in one cover, it functions as a whole ; that is, it is not merely a con- 
glomerate of subjects, running side by side, but a dynamic instru- 
mentality of many strands, interplay ing with one another to serve 
boys and girls. There is relation and interchange between the 
various courses. There is continuity between the various years. 
Por example, the English work is under one chairman from the 
kindergarten to the twelfth grade, and the printshop in the high 
school is alert to reenforce the rules of form and substance built up 
in the English classes ; similarly a glance at the outline of the work 
in industrial arts shows that the handwork of the fifth grades 
" carries on " in a sane and meaningful continuity into household 
arts for the girls and into shopwork', woodwork, sheet-metal work, 
mechanical drawing, etc. for the boys. The courses in drawing are 
calculated to lead over into seiwice in shopwork on the one hand 
and in household arts on the other. The work in different fields is 
not as is too frequently the case, in conspiracy against itself and 
the child, but in cooperation to make the life of the pupils rich and 
purposeful. 

The Binghamton course of study is notably good in that it is 
obviously shaped, especially in the intermediate grades, where the 
need is greatest, in an attempt to help children to find themselves. 
In any school system, the years of adolescence are a critical period 
for boys and girls who are moving into manhood and womanhood 
through a series of changes, choices and growths ; and in even the 
best schools, the loss in effort at this period is large. It is particu- 
larly so in cities where the higher grades offer only subject matter 
of the traditional sort, witli no choice of studies, and the instruction 
fails to recognize the past, the present, or the probable future of any 
particular child. Th!s type of educational tread-mill is threatened 
with defeat by such a spirit as appears in the following quotation 
from the Binghamton course of study in industrial arts, and which 
is selected as characteristic of all the outlines : 

So we have in our schools today various courses, with the end and pur- 
pose more clearly fixed; with fewer required and more elective subjects, 
longer hours and deeper insight — all attempting to connect more definitely 
the life and problems of the schools with dema.nds on otit boys and girls 



REPORT OF THE BINGHAMTON SCHOOL SYSTEM 8/ 

when school daj-s are over. This means that if the work of the schools is 
to function in the lives of the students wc must adapt our instruction to 
the needs of the community. 

In other words, education, in the spirit of this course of study, 
becomes not drill upon conventional subject matter but the under- 
standing of children, of the background whence they come, of the 
world into which they pass, and of the application of the best subject 
matter in the best way to make their lives most worth while. 

A course of study is expressed in classroom practice as the daily 
program. A scrutiny of the daily programs of the elementary 
schools of Binghamton reveals a niimber of interesting facts. 

It is evident that the schedules were, as a rule, prepared by 
principals and teachers in the light of a standard suggested for their 
guidance by the supervising authorities. Accordingly a commend- 
able degree of uniformity obtains in the various grades in the relative 
amount of time allotted to the various subjects. Variations from 
the suggested standard are to be expected in some cases because of 
differing conditions in the different schools. In general such depart- 
ure is not of a nature to call for adverse comment. In the case of a 
few schools, however, the variation is such as to suggest the possi- 
bility of failure on the part of the principals and teachers to arrange 
their programs in accordance with the general standard outlined 
by the superintendent. Even in these cases fuller information than 
that at hand might serve to justify the marked variations mentioned. 
In a few instances it appears that the seemingly double ainount of 
time allotted to a subject is explained b}^ the fact that the half 
period of supervised study provided for was not recorded by the 
teacher under the head of " supervised study " but was included in 
the time called "recitation." This fact will also account in some 
measure for the variation indicatetl in the amount of time allotted 
to supervised study in the various schools. 

Adequate provision has been made on every progi*am for super- 
vised study. It is without question one feature of the daily programs 
in all the schools of the city. Recognition has been given to the 
important principle that pupils are in schools not merely to "recite " 
but to learn "how to study," and this is done under the helpful 
supei"S'ision of the teacher. All programs do not provide for this 
supei"vised study at the same tirne or in the same manner, which 
would be tmnecessary as well as undesirable. In some classes a 
special period is set aside for this purpose ; in other classes a portion 
of the recitation periods are given to supervised study. Throughout 



88 TtlE UNIVERSITY OF THE STATE OF NEW YORK 

the school system special attention is given to the matter with the 
result that assignments of home work have been entirely eliminated 
through the elementary grades. This was accomplished partly 
through the lengthening of the school day, but largely through the 
cooperation of effort on the part of the supervising authorities. 

The value of such a program schedule is clear; it remains, how- 
ever, to inquire, in the light of the common and if possible, the best 
practice in other progressive cities, whether the daily program may 
be improved in detail, in its distribution of time among the subjects 
of the curriculum. 

In general it may be said that the time allotments to various sub- 
jects in Binghamton seem to harmonize with the best practice else- 
where. The average time given daily to spelling in nineteen cities of 
the United States was i6}^ minutes; in Binghamton the average ex- 
ceeds this and it is probable that those grades are wasting time on 
spelling which expend 30 minutes daily upon it. As regards penman- 
ship, a comparison of time spent with quality in sixty-six cities leads 
to the conclusion that "it is apparently not desirable to spend more 
than 10 or 15 minutes a day when this time is spent all in one period." 
From this it is apparent that Binghamton's allotment is wise and 
normal. The time given to arithmetic, however, is apparently at 
variance with common practice and seems to be open to challenge. 
The time given to arithmetic seems much longer than is considered 
necessary for effective instruction in the subject. The time allot- 
ments vary widely in the same grades of different schools and are 
lacking in balance and adaptation to grades in the same schools. In 
the first grades, the time varies from 25 to 40 minutes daily ; in the 
second grades, from 30 to 40 minutes ; in the third grades, from 20 
to 55 minutes ; in the fourth grades, from 20 to 60 minutes, and in 
the fifth, sixth, seventh and eighth grades, they vary from 25 to 60 
minutes daily. Comparatively little time is given on the formal 
programs to oral arithmetic except in grades 2 and 3. 

One-half of each period devoted to arithmetic in the upper grades 
is given to supervised study and no home work is required of 
pupils in arithmetic in any grade. There is also an hour period 
from 3.30 to 4.30 which is exclusively devoted to individual instruc- 
tion of pupils who need extra help in any subject. 

The number of minutes a week given to the subject of arithmetic 
in each grade as allotted by the time schedule on file in the office of 
the superintendent of schools, is shown by the following table. The 
period for individual instruction is not included. 



RETORT OF THE BINCHAMTON SCHOOL SYSTEM 89 



GRADES 


I 


2 


3 


4 


5 


6 


7 


8 


Number of minutes a week 


. . . 150 


200 


225 


300 


300 


300 


300 


300 



From a recent study^ by Dr. Bruce R. Payne of the amount of 
time devoted to arithmetic in 630 cities, the median number of 
minutes a week given to the subject was found to be as follows : 
GRADES 12345678 

No. of minutes a week — median.. 75 100 125 150 150 150 150 170 

From this it appears that the city of Binghamton is devoting twice 
as much time in some grades and nearly twice as much in the others 
to the study of arithmetic as the median time of the 630 cities. It is 
undoubtedly true that in many of these cities home study, at least 
in the higher grades, is not only necessary but required. The fact 
'hat in Binghamton all the work is done in the school with no home 
study, modifies to some extent conclusions which might otherwise 
seem clear. 

In the following tables, the first shows the number of cities among 
the 630 examined which devote as much time to arithmetic as does 
the city of Binghamton; the second shows the number devoting 
more time. 

GRADES I2'?4=^678 



No. cities giving as much time... 


53 


33 


25 


24 


30 


30 


38 


33 


GRADES 


I 


2 


3 


4 


5 


6 


7 


8 


No. cities giving more time 


26 


35 


51 


3 


3 


3 


9 


II 



It thus appears that Binghamton ranks well up among the highest 
quartile of the cities investigated. Investigations which have been 
made by Rice" and Stone^ seem to indicate that there is little relation 
between the time devoted to arithmetic and the efficiency of results. 
There is no guaranty that doubling the time will double the profi- 
ciency of the pupils and no direct ratio seems to exist between time 
expenditure and results. Time is of less importance than such other 
governing factors as modes of instruction and supervision. 

A comparison of the amount of time given to arithmetic in relation 
to other studies in Binghamton with the relative amount given in 147 
cities as found by Van Houten* also shows that the relative time In 



^The Supervision of Arithmetic, p. 54, by Jessup & Coffman, Macmillan. 
^Rice, J. M., A Test in Arithmetic, The Forum, 1902. 

^ Stone, C. W., Arithmetical Abilities and Some Factors Determining Them. 
■* The Supervision of Arithmetic, by Jessup & Cofifman, p. 55. 



90 THE UNIVERSITY OF THE STATE OF NEW YORK 

Binghamton is well above the average. The median distribution of 
time in arithmetic, according to the per cent of the total recitation 
time in the 147 cities, is 12.7 per cent; in Binghamton it is 16.3 per 
cent. Of the 147 cities, only 32 show a higher percentage of time 
devoted to arithmetic. The amount of time arithmetic should receive 
in comparison with other subjects is a factor of importance. 
Unfortunately the investigation does not show whether the average 
is too much or too little but it is safe to assume that many of the 
cities where the per cent of time given to arithmetic is below the 
average are doing equally as good work as many whose per cent is 
above the average. 

Detailed study of the daily programs of the Binghamton schools 
shows that reading is given a distinct period through the eight years, 
with a standard time assigned. Uniform and persistent attention to 
phonics throughout the first three years is clearly indicated. Nature 
study is given a special time on the program only in the first two 
years. The amount of time allotted to drawing is standard through- 
out the grades. The fact that drawing does not appear on a few 
programs is due undoubtedly to slight changes in the schedtile about 
the time the programs were submitted, as the work is uniformly 
organized in all schools. The handwork in the lower grades is done 
on certain days in the drawing period. Recreational or recess 
periods, 30 minutes in the morning and 15 minutes in the afternoon, 
are uniform throughout the grades. Provision for vocal music is 
standard throughout the eight years. 

The reports of the specialists of the State Department of Educa- 
tion on the instruction as observed in the elementary schools are of 
interest. In the summary reports which follow it will be observed 
that frequent quotation is made from the field notes written at the 
time of the classroom visit. No attempt has been made to cover in 
detail all subjects of the curriculum. 

Reading 

The instruction in reading in the primaiy grades is under the 
immediate supervision of the primary supervisor, and under the 
general direction of the supervisor of English. 

The course of instruction provides for the beginning of the ele- 
mentary work in reading in the latter part of the kindergarten year, 
in what is known locally as the connecting class. The primar}^ work 
in reading is well organized and much of the instruction in these 
grades is of a very satisfactory standard. The system in use is a 



REPORT OF THE BINCIHAMTON SCHOOL SYSTEM' 9I 

combination of the word and phonic method and the pupils show 
considerable ability in reading early in the course. The amount of 
reading covered by these grades is reasonable and includes several 
readers in each grade beyond the basal text. 

The attention tliat is given to definite word and phonic drill has 
resulted in a power of interpretation that is evident in many of the 
primary classrooms. This word and occasional phonic drill is con- 
tinued to a slight extent in the fourth and fifth grades. 

It is of interest in this connection to note some of the comments 
made by the specialists at the time of their visits to the classrooms : 

I B " Silent reading followed by sentence reading from the 
book. Skilful questioning for meaning. Also dramatization of 
* Chicken Little ' by an all-star cast of kiddies." 

I A " Exercise in phonics, followed by a lesson in oral reading 
characterized by good enunciation and expression. Also oral repro- 
duction of story read by pupils, well done." 

I B " First reading from book. Skilful questioning. Expres- 
sion good. Phonics used well." 

1 B " Children were prepared for the reading exercises by well- 
conducted phonic and word drill. Silent reading preceded the oral 
expression. Natural expression was sought after and secured." 

2 B " The reading of the day was a review. It was done with 
spirit and comprehension. Each pupil read so well that the 
remainder of the class gave evidence by smiles and nodding heads 
that they enjoyed the reading." 

2 A " The reading shows the influence of the word drill that 
precedes the reading exercises. The drill is for shades of meaning 
as well as for proper pronvmciation. Teacher is giving the children 
valuable voice training. The reading is done with a view" to getting 
appreciation and appropriate expression." 

2 B " Considerable silent reading prior to reading aloud. 
Expression natural and intelligent. Technic good." 

3 B " Reading was purely word pronouncing exercise ; very 
poor indeed. Children's best efforts were not called forth." 

3 B " Dramatization and reproduction. Pupils have good 
expression and are interested. AVorked out the new words." 

3 A ^' Oral reproduction of story which w^as first read silently. 
A creditable exercise." 

3 A " Skilful phonic drill. Reading well expressed. Dramati- 
zation simple, natural and efTectiA^e." 

Much of the work in reading in the primary grades is excellent in 



92 -THE UNIVERSITY OF THE STATE OF NEW YORK 

character Dramatization and oral reproduction are frequently 
observed and the character of the work reflects credit on the'teachers 
and supervisors. The quality of the work appears to vary more in 
the fourth, fifth and sixth grades than in the primary classes. The 
following comment regarding the work in one school illustrates this 
point : " Excellent start in the primary grades in habit formation 
and acquisition of facts. In intermediate and grammar grades the 
work is spotty." This statement is also made: "Up to this po'nt 
the teaching is thoroughly good. Children getting good habits, 
thinking and happy." While these statements refer to general con- 
ditions, the bearing which they have on the reading is apparent on 
account of its large place in the primary program. 

Wider variation of attainment is to be expected in the higher 
grades, but by careful' gradation and emphasis on the important 
phases of the work as shown by the needs of the individual pupils 
much can be done and is being accomplished toward a higher general 
average of the work in the grades above the primary. It is of 
interest to note that the results of the standard tests in silent reading, 
which were giyen in the fourth to the eighth grades inclusive, indi- 
cate a considerable variation of ability within the same grades. As 
a whole, however, the grades rank high in comparison with other 
cities. Many of the pupils show a power of expression and inter- 
pretation that reflects credit on the schools. But the wide range of 
attainment even within the same grade and group, especially in the 
higher grades, presents a problem needing careful study. 

In general, therefore, it may be said that the work in reading in 
the primary grades is very satisfactory, in some grades excellent. 
More emphasis might well be given to the formal reading exercise 
in the grades above the third. At the same time the power which 
the pupils in these higher grades show in other phases of the lan- 
guage work as indicated in the composition and silent reading tests 
gives evidence of attention to the fundamental principles of lan- 
guage work not clearly observed in many of the reading classes. 

Supplementary reading material is supplied generously in all 
schools. Outside reading by the pupils is encouraged and the 
records of the books read by the individual pupils show that this 
important feature of the school training is receiving proper attention. 

English 

In the instruction in English in the Binghamton public schools 
due emphasis is placed upon a happy and appreciative introduction 



REPORT OF THE BINGHAMTON SCHOOL SYSTEM 93 

to suitable literature and upon the daily animated use of correct 
English. In the planning of the latter phase of English teaching it 
has been recognized " that there can be no definite thinking unless 
clear definite expression be possible and that sound and extensive 
mental development depends upon a mastery of the mother tongue."* 
With this in mind the question of adequate instruction and drill in 
English has been approached " as a leading educational problem." ' 
The superintendent of schools writes : " We have endeavored to 
vitalize the subject by training our children how to use correct 
English, by creating within them a desire to do so, and by leading 
them to taste something of the pleasure and benefit that conies 
through contact with the best our language affords, thus making 
possible that breadth and intensity of thought which guarantees 
sound mentality." ^ That these broad purposes do indeed underlie 
the organization of English instruction in the schools of the city is 
evident upon an examination of actual classroom procedure. 

An unusual and commendable feature of the English instruction 
throughout the elementary and high school course in the Binghamton 
schools is the method of supervision. Instruction in all phases of 
the subjec t from the fourth to the ninth years inclusive is under the 
direct control of the English supervisor who has also general charge 
of this field of work in the first, second and third grades, and in the- 
second, third and fourth years of the high school. There is frequent 
visitation of English classes and modern methods of teaching the 
subject are demonstrated in class by the English supervisor, or by 
the primary supervisor and the head of the English department in 
the high school in cooperation with the English supervisor. 

A course of study in English based upon but amplifying the state 
course has been worked out skilfully and with practical detail. 
Desired and properly proportioned emphasis has- been placed upon 
spirited oral English, written English with proper apprgach and 
direction, dictation exercises under needed control, corrective Eng- 
lish, reading for mastery of the mechanics of the subject, reading for 
appreciation, supplementary reading, memorizing and dramatization. 
Grammar is included somewhat too generously as a concession to 
the demands of the state syllabus. 

Observation of instruction in a considerable number of English 
classes indicates that the spirit of the supervision and of the syllabus 
has found its way generously into most classrooms. There is, of 
course, a gradation from the classrooms where the response on the 



^ English in the Binghamton Schools, 1917. 



94 THE UNIVERSITY OF TPIE STATE OF NEW YORK 

part of the teachers is sympathetic and earnest, to those where this 
is not true in a desired degree, or is absent. In Binghamton as else- 
where there are teachers who are " set in their ways " or without 
the necessary background, aptitude or appreciation for Hterature 
and language. In such classrooms improvement has been and must 
be slow ; perhaps it can not be brought about at all until new teachers 
are secured. In English teaching as elsewhere good results are 
purchasajble. 

On pages 169-70 of this report may be fomid a statement of the 
results of the use of the Nassau County Supplement of the Hillegas 
Scale in gi'ading themes written in the A section of grades from 
4 to '8 respectively. In brief, this statement shows that the tentative 
standard medians secured in the use of this scale are higher than 
those earned by Binghamton pupils except in the eighth grade. The 
figures follow: 

GRADE 4 5 6 78 

BinghamtOin 2.67 3.26 4.38 4.8 5.68 

Standard ., 3.5 4. 4.5 'S. 5.5 

Th<ere seems to be lack of agreement between these figures and 
what has been said in preceding paragraphs. In fact, however, no 
sudh contradiction, exists. The instruction in English as described 
has mot been in effect long ■enough to show standard or superior 
results. No one of the grades tested has been instructed since 'enter- 
ing school under the system here described, although the fourth 
grade lacks but one year. Moreover, every system of instruction 
must gather force and effectiveness as it moves on; it can not at 
once produce the results desired. There has been barely time to 
gain headway. 

It should be renaembered also, as pointed out in the preceding 
chapter, tiiat Binghamton does not have a salary schedule^such that 
strong teachers can in every instance be secured. It was the obser- 
vati^on of the members of the Department staff tliat in Binghamton 
as elsewhere many of the strongest teachers have been selected for 
the more critical years in the cliild's elementar}^ school life, those at 
the bepnning and at the end of the course. The greatest disparity 
between the Binghamton scores and the standard scores is in the 
intermediate grades. 

Instnuction in English in the Binghamton schools reflects the 
best modern thought and is on the whole eminently satisfactory. 
There are obstacles to be met. What they are no one knoAvs better 
than do those who are in charge of the work. Persistent and wisely 
directed effort is being put forth to remedy these known defects. 



REPORT OF THE BINGHAMTON SCHOOL SYSTEM 95 

Arithmeti'C 
The constrtTctire supervision given in the primary grades is in- 
dicated by some of the methods rn use in these grades and by the 
general attainment of the pupils. Nevertheless the work lacks 
in intensity and effectiveness. The large and varied num- 
ber of devices which are being used tend to scatter the 
efforts of the pupil's and to divert their attention from the facts 
which should be learned. As a result, pupils fail' to become auto- 
matic, rapid, accurate and sel'f-reliant in the use of the combinations. 
The teachers are to be commended for the attention which they g-et 
from their classes but many of the forms of drill reach too few 
individuals to furnish a desirable amount of repetition and practice. 
Some of the drill work could be much impinoved by increasing the 
speed. The wide differences in the character of the work observed 
may be judged from the following comments: 

1 A " Number combinations were given as a review. 
Questions were asked rapidly. Answers were given quickly." 

2 A " Number work, slow and lifeless routine. Failed to 
take care of individuals. Habits of mental sluggishness being 
formed." 

2 A "A good exercise, characterized by variety, in addition 
and in the combinations. Pupils did well, but exercise lacked 
snap." 

2 A " Questioning did not reach entire class. Show lack of 
drill in number combinations." 

2 A " Combinations given rapidly. Quick reaction. Indi- 
vidual failures followed vip." 

3 B " Rapid oral work. Class up to grade." 

3 B " Oral arithmetic very well done indeed. Questions 
rapidly asked, answers promptly given. Number combinations 
well learned." 

3 A " Number too slow. Pupils not well drilled. They 
are in a muddled state of mind as regards number combinations. 
Onlv about one-half of the class could tell the correct answer 
to 15 - 5-" 

Some excellent work was observed, but at the same time there is 
evidently much work that is below standard. Combinations in addi- 
tion are taught in a manner which invites counting and discourages 
memorizing. Counting on fingers was noted in several rooms. The 
devices and methods employed in the same grades in different build- 



96 THE UNIVERSITY OF THE STATE OF NEW YORK 

ings differ so widely that it might be very confusing to a pupil who 
happened to be transferred from one school to another. 

Accuracy depends more upon the character of the work than it 
does upon the amount, and the proper emphasis upon the importance 
of absolute correctness is difficult to secure when there is so wide a 
diversity in method and procedure as is found from school to school. 
The concentration of the energy of the pupil is of the highest import- 
ance during the first steps in number work. The business world 
demands greater skill and accuracy in computation. It is of import- 
ance that there be increased expenditure of energy in this direction. 
Carefully directed drill work is imperative. The foundation for 
this work is largely laid in the first three grades and in the latter 
part of this period there is little danger of overemphasis. 

Two general features are outstanding in the work in arithmetic 
in the upper grades in Binghamton : 

1 The work in the upper grades is less unified from school to 
school than in the lower grades. This is undoubtedly due in part to 
the fact that the primary« supervisor gives attention to the super- 
vision of the work in arithmetic in the primary grades. In the 
upper grades, however, there is no supervision of this special subject 
except as directions may be given from time to time by the individual 
principals. There is a tenor of uncertainty underlying the teaching 
and general plan of the recitation which does not furnish the 
vigorous, snappy, well-directed drill which the subject demands. No 
regular time is devoted to drill in the fundamentals and no definite 
time is' given to oral work. The omission should be corrected. 

2 The manner in which the subject matter is presented to the 
pupils is too often by the recitation mode. This means that the 
pupil repeats in class v^ork which he has previously done. Pupils 
were found working and explaining problems which the entire class 
had previously worked and which they had brought to class with 
them. This method is wasteful in that much time is consumed. in 
restating work already accomplished. Too little constructive teach- 
ing is done that might strengthen the ability of the pupil to meet 
successfully new emergencies. More attention should be given to 
the analytical method and to a -vyiser use of the time given to super- 
vised study, if the teacher is tO' exert full power' in the development 
of the ability of the pupils. 

The following comments on the work as observed in the class- 
rooms are of interest and illustrate the wide difference in the class- 
room procedure : 



REPORT OF THE BIXGHAMTON SCHOOL SYSTEM 97 

4 B " Quick drill. Pupils attentive and interested." 
4 B " Work as left on the board by the teacher was faulty. 
The work was a mechanical routine that will result in no train- 
ing for the pupils. Methods should be corrected." 

4 A " High Arabic and Roman numbers read well. Every- 
body given a chance. Good drill. Followed up pupils who 
failed." 

4 A " The work was a deadening process." 

5 B "Analysis of concrete examples. Method good.' 

5 A "Solution of five problems written on the board. Incor- 
rect solutions accepted. The recitation was extremely weak." 

6 B "A routine lesson seemingly involving a considerable 
waste of time." 

8 B " Teaching analytical processes by formula. Slow. 
Method mechanical. Time wasted. Problems on board all the 
same. Work shows lack of supervision." 

While there were occasional features of the work which merited 
very favorable comment, the situation in the main appears to be 
such that constructive supervision from the proper supervising 
authorities is needed. Pupils are allowed to put their work in forms 
which are ungrammatical and incorrect. To insist upon accuracy 
in computation and to neglect accuracy of statement is paving the 
way to careless and inaccurate thinking. It was also observed that 
pupils were encouraged in the working of problems to imitate and 
classify instead of interpreting the problems and forming their own 
judgments as to the solution. It is of special interest in this con- 
nection to note the results of the standard tests in arithmetic cover- 
ing the four fundamental operations which were given in all grades 
from the fourth to the eighth inclusive. The results of the tests as 
explained in detail in chapter 9 seem to confirm in large measure the 
observations of the specialists in the classrooms. 

The observation of the arithmetic w'ork in the Binghamton schools 
leads to the following conclusions : 

1 Number combinations are not given sufficient emphasis nor are 
they so taught that the pupils attain the desired accuracy and speed 
in their use. 

2 No definite time is set apart in the upper grades for drill in the 
fundamentals. In many of the grades there is not suitable material 
for carrying on this work in a mechanical manner. With cards or 
other available material immediately at hand, a few^ minutes of the 
recitation period set aside for drill of this character is of great value. 



9© THE UNIVERSITY OF THE STATE OF NEW YORK 

3 Oral work is not an integral part of every recitation and the 
attainments of the pupils in simple oral work are meager. 

4 The methods of presenting the subject matter to pupils vary 
more than is desirable from room to room and^ from building to 
building. 

5 With the opportunity that has been given for super\^ised study, 
the general type of recitation might well be modified in order that 
the method of pres-entation might follow more closely the analytical 
processes. This would result not only in the development of mathe- 
matical ability but in a very profitable reaction on the whole mental 
power of the pupil. 

6 If provision might be made whereby the work could be unified 
through skilled supervision with an appreciative conception of the 
practical ends and values of arithmetic, the result would be of very 
great value to all pupils throughout the school system. 

Geography 

The course of study in geography for the grammar schools of 
the city of Binghamton is based in large measure upon the state 
syllabus- in the subject published in 1910 by The University of the 
State of New York. This has been amplified to meet local con- 
ditions by a special outline dealing with the topographical features 
of the immediate vicinity of Binghamton and with the commercial 
and industrial interests of the city. This outline provides for a 
desirable correlation between local history and geographic factors 
affecting this history but in actual operation it was not found that 
this interrelation was effectively taught. 

The primary work as far as the third B grade is properly called 
nature study and is concerned with simple nature facts which come 
within the range of the pupils' observation and experience, but with 
the begimiing of home geography in the third grade the primary 
content of the course is essentially that of the state syllabus. It is 
enriched by a local outline as previously indicated and by a con- 
siderable supply of suppjlemientajry material such as readers, geo- 
graphic magazines and files of clippings of newspaper articles and 
pictures relating to the subject. 

The extent to which this secondary content of the course has been 
built up has depended upon the resourcefulness and initiative of the 
individual teacher and upon the degree to which the principal of the 
particular school was interested in the subject of geography. 



REPORT or THE BIXGIIAMTOX SCHOOL SYSTEM QQ 

; ' 

The equipment in all the schools is not sufficiently complete. In 
several cases, the maps are old and ill-adapted for present use. In 
a number of the schools there were found uniformly good collections 
of illustrat.ve material in the way of mounted pictures, photogi-aphs, 
collections and pictures of the products of industry and other 
material such as stereographs and stereoscopes for the purpose of 
making both histon.' and geography concrete. It would be advisable 
to have a greater use of the slides which the Visual Instruction 
Division of the State Education Department has to offer. During 
the present }"ear, the Laurel Avenue and the Carroll Avenue schools 
used in the neighborhood of 2400 slides from the Department. Be- 
yond this we do not find that th^e use of slides has been regularly 
encouraged. 

In connection with the content of a course of study it is necessary 
also to consider the time allotments in the daily programs. We find 
in Binghamton that it is ample for geography. In fact it seems 
excessive when compared with standards fixed elsewhere. In the 
fourteenth year book of the National Society of Eucation is pub- 
lished a table showing for 50 cities the time allowed in hours a year 
for geography. A tabulated comparison of these figures with those 
from a typical Binghamton school shows a wide variation : 

Table 12 
Hours a year allowed for geography 

GUADK " IN 50 CITIES IN BINGHAMTON 

1 16 33 

2 . 7 33 

3 50 83 

4 83 . 200 

5 102 203 

6 107 200 

7 98 . 2C0 

In view of the fact that super\ised study is in force in Binghamton 
and prestmiably is not in a majority of these cities, the discrepancy 
is not so great except in the fourth grade. 

Witli an enriched course of study and with an adequate assign- 
ment of time it is reasonable to expect from the pupils a satisfactory 
quality of attainment in a given subject. However, the impressions 
based upon a considerable number of observations of recitations 
did not confirm this expectation. There was a wide range both in 
the aims and in the quality of instruction. For the most part 

4 



100 THE UNIVERSITY OF THE STATE OF NEW YORK 

geography seemed to be taught for the sake of acquiring a large 
body of facts and the recitations sought to test what the pupil 
remembered rather than to test his powers of observation and of 
independent thought. While, of course, there must be a fact 
foundation as a basis for forming judgments we feel that formalistic 
geography is emphasized in Binghamton to a greater extent than is 
desirable and that the social, economic and commercial phases of 
the subject are too inadequately treated! Too often perfunctory, 
memoriter recitations were observed instead of that type of recita- 
tion which would train pupils to self-expression and which would 
measure their ability to answer thought questions. 

From the observations of the class work in geography, the 
impression was very distinct that much of the work in this subject 
is too formalistic. Words, not ideas, were discussed. In some 
instances, the pupils in reciting were repeating the textbook state- 
ments verbatim. In the study of home geography in which the 
industries and activities of the city were being taught, the work in 
some classes was based wholly on the city outline in the subject and, 
therefore, somewhat disappointing in its lack of understanding by 
teacher and pupils. Little advantage was being taken of the value 
of observation. 

In certain lessons which were based upon map questions, there 
seemed to be no organization or background for the work. At 
times the children were given a certain period to study formal 
questions ; then with books closed and with a wall map before them, 
individual pupils were sent to the map to point to the place asked 
for by the teacher. Often the pupil could not find the cape or 
island asked for without a search. There was no discussion by 
the pupils and the exercise was merely a routine drill. In much of 
the work observed the pupils seemed to be at times struggling 
to recall something they did not understand and which was not 
related in any way to their life experience. 

These criticisms were not characteristic of all the work. Many 
recitations in geography were very interesting and the natural 
expression of the pupils. The comment which was made by one of 
the specialists in connection with the class work of one teacher 
was that " geography was well taught. Aids such as maps, globes 
and charts were used effectively. Excellent work is being done 
in map drawing. Evidently geography is the teacher's strong sub- 
ject." In other classes, the work in connection with definitions 
and directions was made very interesting by local application. In 



KKi'okT OF Till-: i:i.\(;!!.\.\ir().\ m^iidol s\sri-:.\i loi 

' 'lie exercise the class was reading the map of South America for 
surface, coast Hues and other topical features. The pupils seemed 
to be very well prepared and so far as observed made no mistakes 
in iheir statements. The pupils had been taught to interpret intelli- 
gently the map features. 

Judging the work in geography as a unit the impression of the 
specialists was, quite distinct that in large part there was a lack of 
intelligent and adequate supervision. This is not true in any sense 
in every school. Many of the defects indicated arc being remedied 
by systematic criticism on the part of the principal. The work of 
several of the teachers was most favorably commented upon. It 
appeared true, however, that the failure to supervise the instruc- 
tion closely throughout the entire system is clearly illustrated by 
the general character of the work as observed. 

History 

No subject in the school curriculum is more productive of satis- 
factory and enduring results, when properly taught, than the subject 
of history. Its cultural values arise not merely through the con- 
tent of its subject matter but also through the opportunity it ofifers 
for training pupils to right thinking and right living. Not only 
must history be taught for the purpose of acquiring information 
but it must also be taught as a means for stimulating patriotism 
and for creating an interest in history both for its cultural values 
and for its guidance in the solution of the problems of democracy. 

x^s a by-product of the proper teaching of history, we may expect 
better results in other fields of school work. It offers an opportunity 
for training in English which is greater than that offered by any 
other subject in the educational field. When properly related to 
its kindred subject of geography, it may be used to reinforce the 
information obtained through a study of geographic conditions. 
Geography and history are closely allied as phases of the study of 
the life and environment of man. The geographic factors which 
lead to human progress are as much an element of history as of 
geography. The same body of material may be used in both. Cus- 
toms, occupations and habits of life of the people, climatic condi- 
tions, soil fertility, river systems, mountains, plains and the other 
topographic features which determine historic growth furnish a 
fund of information useful in the study of both subjects and should 
be so taught as to show their close relation and interacting influence. 

The physical and economic conditions of the community in which 



102 THE UNIVERSITY OF THE STATE OF NEW YORK 

the pupil lives influence his social development and give also through 
personal experiences a basis of information by which he may under- 
stand and measure larger world relations. 

In the elementary schools of Binghamton no definite course in 
history has been mapped out for the primary grades except as it is 
developed incidentally as a part of the work in home geography 
or is contained in the content of the reading material. Through the 
language and reading classes certain topics such as Indian life, 
early settlements, and national holidays, form a basis for the acquisi- 
tion of some of the elementary historic facts. In this way the pupils 
come to a simple appreciation of past human experiences. The 
effectiveness of this, however, depends upon the vividness with 
which the teacher sees historic relations in geographic facts or upon 
the interest she may have in selecting suitable historic material 
as a basis for the language and reading lessons. In the fifth and 
sixth grades, the studies of the lives of great men as indicated in 
the state syllabus constitute the material for instruction. The time 
allotted to this, however, seems inadequate to cover the material 
which is outlined in this syllabus ; in fact several of the school pro- 
grams do not indicate a formal period in these grades devoted to 
the subject, of history. Whatever work of this character is given 
in these grades is evidently a part of the reading lesson. These 
programs are not necessarily a guide to what the teachers are doing 
during the school day. Reading in some programs may be physi- 
ology, or history, or some other subject. It is to be regretted that 
a greater amount of definite time allotments are not given in these 
grades to the field of history. In grades 4, 5, 6 and 7 B the schools 
of Binghamton are giving in history less than one-third of the 
average amount of hours during the school year which are allotted 
to the subject in the corresponding grades of fifty, American cities 
from which the statistics of the fourteenth annual report of the 
National Society of Education are taken. 

Formal instruction in history and uniform and adequate time 
allotment begin in the seventh A grade. Here narrative history is 
for the first time commenced. The instruction observed in different 
schools was in the main satisfactory in these grades but it is clear 
in history as in geography that stronger work would be done in the 
elementary schools if a supervisor of history and geography were 
employed for the purpose of unifying and strengthening the work 
in these related fields. It was gratifying to observe in one or two 
schools that adequate attention was being given to the European 



REPORT OF THE HIXGHAMTOX SCHOOL SYSTEM IO3 

background of American histoi"}> especially with reference to the 
contributions of the English to American life. A correct under- 
standing of the principles involved in our differences with the 
mother country, especially during the Revolutionary period and the 
War of 1812, is vital for it will remedy the unconscious antagonism 
to England and to English institutions which is aroused through the 
teaching of half-truths regarding th-e struggles between the two 
countries. A careful direction of such teaching through competent 
supervision would make such instruction uniform throughout the 
schools and would, as indicated above, properly correlate the teach- 
ing of the allied subjects of history and geography. 

Drawing and Manual Arts 

The work in drawing in the elementary grades is outlined under 
three general heads : representation, color and design, and manual 
training. In the primary grades th^e course is closely related to 
the child life and activities. In the middle and higlier grades the 
relation of the work to the life of the pupils is continued, and the 
outlines are correlated with the content of the courses in other 
subjects. The work in manual training and in mechanical drawing 
from the fifth grade through the high school is carried forward 
under the direction of the supervisor of industrial and household 
arts. The fifth and sixth grade manual training, which includes 
sewing and mechanical drawing, is taught by the regular grade 
teachers v\-ith t.^e assistance of the special instructors in the higher 
grades. The course in the seventh and eighth grades includes wood- 
working and mechanical drawing for the boys and cooking and 
sewing for the girls. There are five centers established in different 
parts of the city where these pupils receive their instruction. These 
centers are shown on the map facing page i8. 

In large part the instruction in drawing is given by the grade 
teachers. With the close and helpful supervision that is given the 
results are ver>' satisfactory, and the quality of work done by the 
pupils throughout the grades is excellent. A wise feature of the 
course is found in the flexible character of the program by which 
the individuality and originality of each teacher is encoui^aged, while 
at the same time a definite plan is carried forward. The arrange- 
ment of the course and allotment of time to pictorial work, con- 
struction and applied design is well arranged. The general drawing 
exhibit which is held in March is of great interest to pupils and 
patrons as well as to teachers. 



104 THE UNIVERSITY OF THE STATE OF NEW YORK 

The manual work, which consists of hand training and construc- 
tion work in the early grades, is of a more intensified nature begin- 
ning with the fifth }ear. The course in the higher grades as 
explained by the director of the work is as follows : 

Throughout the fifth year a carefully planned course in sewing covering 
the elementary principles 6f handwork is given to both boys and girls, the 
work of the sixth year is elementary mechanical drawing for both boys and 
girls. Each school is equipped with sufficient drawing kits' for the work, 
and the plates are arranged to cover those principles within reach of the 
child. 

In the seventh and eighth grades we seek to develop" the more general 
expressive abilities. At this time the boys enter the shops where they are 
given definitely planned courses in woodwork, wood-finishing and drawing. 
Both individual and group problems are used to relate the work to home, 
school and community. 

The seventh and eighth grade girls take household arts, the aim being to 
bring to these girls a better understanding and appreciation of home and 
household duties. The work of the seventh year is a study of foods and the 
elementary principles of cookery. During the eighth year the. girls take up 
the elementary study of textiles, together with sewing. The required problem 
for the second half of the eighth year is a middy blouse and skirt for 
graduation. While this problem was a little difficult this year the results 
were very satisfactory. There is, however, little or no attention at this time 
to the future vocation but skill and information which will give practical 
knowledge of the principles and forces common to universal occupations 
and contribute most to man's power and comfort in the Avorld. 

There is in all the drawii7g and manual work an enthusiasm and 
interest which reflect not only the conscientious effort on the part 
of teachers and pupils but also the effort to adapt the instruction 
and the work itself to the needs of the community. 

During the war the whole department gave its efforts to war 
activities, and a vast amount of work was accomplished. It is diffi- 
cult to measure the contributions of the school population at such a 
time both in materials and in morale, as well as the reaction of their 
enthusiasm in war work on the entire communit3\ At the time of 
the survey the industrial arts department was just entering upon the 
Junior Red Cross work and expected to engage the services of every 
child in the schools on the refttgee work for France and Belgium. 

Writing 

The course of instruction in writing is based upon the Zaner 
method and manuals are provided for each teacher. Each pupil 
from the third grade to the eighth grade inclusive is given a pam- 
phlet which shows the writing exercises to be used. 



REPORT OF THE BINGHAMTON SCHOOL SYSTEM IO5 

The work as observed in the classrooms is being done with every 
care and shows the resuUs of careful supei~vision. The attention 
to writing is not limited to the writing period. Written lessons in 
all subjects are saved for inspection at different times of the year. 
Samples of the writing of the individual pupils are retained from 
time to time so that there is an opportunity to note the progress 
made. There are also complete exhibits of the writing of the same 
grades in the various schools so that comparisons between grades 
and schools may be made. 

Throughout the elementar}' grades, beginning with the first year, 
this work is made a vital part of the school program. The instruc- 
tion is done by the regular grade teachers. The helpful and con- 
structive supervision that is given is shown by the general improve- 
ment in the attainment throughout the grades. The speed of the 
writing appears to be somewhat below that which may be expected. 
This is also indicated by the results of the test given in writing as 
explained in a later chapter. It was stated, however, by the super- 
visor at the time of the survey that the emphasis during the year 
was being given to quality rather than to speed as it was thouglft 
the effort was needed in this direction. 

W'hile the course of instruction is outlined from week to week 
with some detail, this is wisely suggestive rather than mandatory. 
Helpful suggestions are given that offer every opportunity for indi- 
vidual initiative. The following is typical : 

Let us improve the arrangement of work on paper. Some teachers pre- 
pare the work on paper before the lesson and show it to the class as a 
model. This seems a great help as children are, by nature, imitative. 

One of our first B teachers began work on paper at the end of the fifth 

, week. Study your class and conditions. If the pupils are ready for paper 

do not wait until the ninth week. To make the transition from board to 

paper easier, some have used unruled paper and crayolas for a few lessons 

with very good results. 

The interest of the pupils is doubtless increased through the issu- 
ing of certain credentials. A " writing approval " is given each term 
to pupils of the first and second grades who maintain the required 
standard for their respective grades. 

In grades 3 to 8 inclusive a certificate is given at the close of each 
term to pupils w^ho habitually use arm movement and whose writing 
is approved. If a pupil earns a certificate in the B class of grades. 3 
to 8 inclusive, and qualifies in the A class of the grade, he receives 
a red seal in the A class. Thus a pupil maintaining the approved 
standard in writing from 3 B 1>o 8 A may receive six certificates and 
six seals. 



Io6 THE UNIVERSITY OF THE STATE OF NEW YORK 

The standard for a diploma, the final credential, is high. A diploma 
is issued to any pupil who satisfactorily completes the course of 
study in penmanship and who habitually uses arm movement writ- 
ing. Several tests of the pupil's ability are made after he has been 
recommended by the principal. A diploma may be given at the close 
of the sixth, seventh or eight year, depending upon the pupil's 
ability. Names of pupils recommended mav be submitted anv time 
during the term. 

Health Education 

The instruction in health education in the Binghamton schools is 
a unique program. Classroom instruction concerning the care of 
the body and the important facts in hygiene is merely one phase 
of the larger subject. The instruction in hygiene as observed in 
the classroom illustrates the more recent thought in connection with 
this subject that "hygiene should not be taught in an abstract way 
by endeavoring to cover a prescribed number of pages and dis- 
pensing so much technical knowledge, but that the principles of 
hygiene should be associated with the general activities of the child 
and should instil in him certain ideals and habits which are neces- 
sary to normal hygienic living." 

The five subdivisions of the general program of healtli education 
as carried out in the schools are as follows : ' - 

1 Individual health examination and personal instruction or medi- 
cal inspection. 

2 Setting-up drills. 

3 Instruction concerning the care of the body and the important 
facts in hygiene. 

4 Organized, supervised recreation and athletics. 

5 Gymnastic drills and marching. 

It is observed from this outline that the instruction in hygiene 
becomes a part of the broad program of health education. The 
correlation of the different parts of the program is worked out in 
a very practical manner in the schools. The observer can not fail to 
note a close relation between the sanitation and physical conditions 
of the school buildings and the personal cleanHness of the pupils in 
the classroom. 

The outlines for the setting-up drills which are used in the class-, 
rooms conform to the exercises required in the state physical train- 
ing syllabus. Considerable attention is given to posture and certifi- 
cates are awarded to those who meet the required standard. 



REPORT OF THE BIXGIIAMTON- SCHOOL SYSTEM 10/ 

The general organization of the playground work, all of which 
is under the supervision of the teachers, has been mentioned in an 
earlier chapter. The interest of pupils and teachers in this work 
is sufficient indication of its success. At the time of the visits to the 
schools the playground activities during the recreational periods 
were observed with unusual interest. In all these exercises the 
teachers not only took an active part but supervised the games or 
play of the period. A veiy healthful and wholesome spirit seemed 
to prevail on the playground as well as in the classroom'. 

As stated by the supervisor of this work, '' The scientific teaching 
of hygiene and general health habits and ideals, the careful super- 
vision of sanitary conditions, the instruction in physical develop- 
ment, the relief and prevention of physical defects, the control of 
the possible cause of these defects and the influence of bringing 
school and home into closer relationship must materially assist in 
laying a permanent foundation for strong, healthy and efficient 
citizens." 

Music 

The instruction in music through the kindergarten, elementary 
grades and the high school is under the immediate direction of the 
supervisor of music. The supen'isor issues a monthly schedule of 
work to all special teachers of music and to the grade teachers. 
These outlines cover every phase of the work from the kindergarten 
to the eighth grade inclusive. The work is carried on from day to 
day by the special teacher or by the regular grade teacher and is 
well organized and carefully developed. 

Charts are used for the drill w^ork and in all grades from the first 
to the sixth inclusive charts precede the work from the books. The 
work is developed logically from grade to grade. Particular atten- 
tion is given to tone qualities and to the developing of the voice. The 
work in ear training, in listening for correct pitch, is gradually de- 
veloped in all grades and is a part of the dally lesson. In the early 
grades, in addition to the simple exercises in tone quality and ear 
training, rote songs suitable to the age of the children are used 
very generally. No textbooks in music are used in the kindergarten 
or in the first grade. In the second grade and beyond, music books 
are added to the material used. They are supplied in sufficient quan- 
tity to furnish one for each pupil. As the work progresses from 
grade to grade, it is noted that the children read their music w4tli 
ease and facility. Not only are music readers placed in the hands 
of the children for basal work but there are also supplementary 



I08 THE UNIVERSITY OF THE STATE OF NEW YORK 

readers to give the children a broader outlook in music literature. 
Individual work in music in the grades is apparently given as im- 
portant a place as is the individual work in any other subject in the 
school system. 

It is worthy of special mention that the w.ork in music in the 
seventh and eighth grades where there is so often observed lack of 
interest and embarrassment on the part of the boys in the singing 
exercises, is unusuall}^ strong. All pupils, both boys and girls, are 
eager and enthusiastic in taking their part in this work. There is 
apparently a real joy in the singing on the part of boys as well as 
the girls. All the children sing. Music in these grades is apparently 
a real vitalizing force. It is seldom that one observes more en- 
thusiastic singing exercises than may be heard in the higher grades 
in the Binghamton schools even in some of the schools where the 
population is predominantly foreign. The children in these grades 
do part singing, to which special attention is given, as well as to 
unison singing. Throughout all the grades the tone quality is pure 
and the songs are given with inspiration and with feeling. The im- 
portance of diction in the singing has not been overlooked. 

Many of the elementary schools have orchestras which meet once 
a week. These orchestras play for special occasions such as Me- 
morial Day exercises and for school entertainments. Every January 
and June the combined orchestras of the schools, about eighty pupils, 
under the direction of the departmental music teacher play at the 
high school for the grammar schools commencement. 

In the high school, the music is in charge of a special teacher who 
acts under the general'direction of the supervisor of music. Classes 
are held in rudiments of music, melody writing, harmony and music 
appreciation., There is a boys' glee club, a girls' glee club and a , 
special chorus to which any high school pupil is eligible. Every 
pupil in the high school is required to take work in music. The 
freshmen meet to sing once a week, the upper classes also meet to 
sing once a week and the special chorus meets twice a week. In all 
this work the pup'ls give ready and enthusiastic response and do 
creditable work. 

Every Wednesday morning there is a general assembly when a 
number of selections are sung by the entire high school body. There 
is an excellent high school orchestra which pla3rs at the high school 
assembly, as well as for other occasions. The singing observed at 
the general assemblies compares favorably with the best work of this 
kind that has been observed. Apparently every pupil in the high 



REPORT OF THE BIXGMAMTOX SCHOOL SYSTEM ICQ 

school takes an actixe and enthusiastic interest in the work. The 
manner in which the singinj^ is done at the general assemblies, with 
unusual control of the soft and loud passages, is most effective. It 
is very apparent that the excellent work that has been done in the 
grades is carried on into the high school. The high school pupils 
seem to have an unusual understanding and appreciation of music. 
The character of the work in music observed in the high school 
as well as in the grades confirms the general impression which was 
gained by the specialists in their visits throughout the schools. The 
spirit in all the school work and activities is unusual. 

Summary 

A careful study of the work of the elementary schools, including 
a review of the curriculum as a whole, the. daily programs or time 
apportionments to various subjects and the actual routine class work 
interpreted through special reports by subjects and notes of class 
visits leads to several conclusions. 

The course of study is, on the whole, admirable. It is based upon 
the controlling principles which determine the courses of study in 
the most progressive school systems in the country. It is calcu- 
lated to meet the real needs of the community and of the boys and 
girls in the schools, being rich, varied and flexible. The various 
subjects are arranged in careful continuity and are correlated with 
one another with a view to the development of power in children 
ra^ther than to the teaching of mere facts. It is administered through 
a daily program which is in essential harmony with accepted prac- 
tice and which assures a reasonably standard presentation of each 
subject throughout the system. It has the advantage, in many of 
its main branches, of the constant thought, study and activity of 
special supervisors, who keep' both the subject matter and the teach- 
ing up to a reasonable standard. 

With the completion and equipment of the new building now 
under construction and with the additional facilities which will be 
available in some of the buildings vmder improvement, there will 
probably be an opportunity for some slight readjustments of the 
work in the higher elementary grades by which other optional sub- 
jects may be offered to the boys and girls of this period of life. The 
departmental work in these grades will probably be extended to 
all schools. 

The actual teaching in the schools as well as the personnel of the 
teaching staff in the elementarv schools .is somewhat uneven. This 



no THE UNIVERSITY OF THE STATE OF NEW YORK 

would be more or less true, of course, of any group of several hun- 
dred teachers. While there are many excellent teachers, in places 
the instruction is poor. Nevertheless, the results attained are uni- 
formly good. This is due no doubt in part to the system of super- 
vision by which the class procedure is more or less controlled. Some 
subjects lack special supervision — arithmetic, geography and his- 
tory — and the inspection of the class work shows that it is weak 
as compared with that in the supervised subjects. Where the work 
is supervised it shows careful direction and very encouraging results. 
Supervision might well be extended to all major subjects. 

In studying the instruction in the elementary schools a majority 
of the elementary teachers were visited in the routine of their daily 
work. At least two members of the staff visited each teacher at 
different times and recorded their impressions independently, after- 
wards combining them in a common report. Every effort was made 
to eliminate mere personal, bias and to reach a fair determination 
of the character of the instruction given in the schools. 

A characteristic of all the schools of the city, so marked that it 
is in a sense a unique feature, is the joy and interest the pupils 
take in their work and the splendid spirit of comradeship * that 
obtains in the relation between teacher and pupil. This insistent 
comment is made by practically ever>' visitor to the Binghamton 
classrooms. A typical comment is this : " Pupils are animated by 
the work, are acquiring good habits, and are happy. This school 
is undoubtedly the best thing in their lives." 

One source of weakness m the daily work lies in the inability of 
some principals to meet fully the supervisory responsibilities of their 
function. No matter how efficient the special supervisors of par- 
ticular subjects, they can never take the place of the principal who,, 
because of his constant, intimate contact with the work of the school, 
is the greatest factor in making the teaching effective. The large 
responsibility for leadership in every school rests with the principal, 
and is a function that can not be delegated. 

The excellent wo-rk that is foimd in primary reading, in English, 
in the whole program for health education, and in drawing, as well 
as in other phases of the school activities, which has been carried 
forward in connection with an unusual amount of war work reflects 
credit on the superintendent and the supervisors in the different 
subjects. By extending supervision to all subjects and by provid- 
ing adequate leadership in all schools, the good work already well 
launched in Binghamton could be strengthened and improved. This 



KM'I'OU'T (i|- -nil' r.i vi.il \ \n'i)X SCHOOL SN'STF.M III 

would insure for the icjiching corps the best opportunity for 
increased effectiveness. It is to the credit of the present system 
that the conditions are most favorable for helping and strengthening 
»the weak teacher. The teacher who with every advantage of direc- 
tion and leadership fails to show results must give way in favor ot 
those better trained and more efficient. Before much can be done 
it will be necessary to raise the salary schedule and to make more 
generous appropriations for the school maintenance. 



,112 THE UNIVERSITY OF THE STATE OF NEW YORK 

8 
THE HIGH SCHOOL 

The new building which the Binghamton High School occupies 
is admirably adapted to the purposes for which it is used. It is 
well equipped in all departments of work and reflects credit on 
those who planned the detail of arrangement. While the character 
of a school building and the equipment, do not insure good school 
conditions, it must be true that these react with a most wholesome 
influence on the work of the school and its activities. 

For the purpose of making clear to parents and pupils the work 
covered by each course and the aim of the course, the local school 
authorities have prepared for distribution a circular in which appear 
the various courses as set forth at the end of the chapter. 

It is observed that throughout all the courses in all four years, 
English five hours a week, health education two hours a week and 
music one hour a week are required of all pupils. Furthermore, 
a study of the schedules of work shows clearly the cosmopolitan 
character of all the high school activities. Vocational, industrial 
and manual work as well as the commercial and technical courses 
are as much a part of the high school curriculum as the department 
of history, or modern languages, or science. 

In this connection the recent report of the commission on the 
reorganization of secondary education on the " Cardinal Principles 
of Secondary Education " is of special interest. The report states 
that : 

The comprehensive (sometimes called composite, or cosmopolitan) high 
school, embracing all curriculums in one unified organization, ^should remain 
the standard type of secondary school in the United States. . . . The well- 
organized, comprehensive school can make differentiated education of greater 
value than can the special-type school, because it aids in a wise choice of 
curriculum, assists in readjustments when such are desirable, and provides 

for wider contracts essential to true success in every vocation The 

comprehensive school is the prototype of a democracy in which various 
groups must have a degree of self-consciousness as groups and yet be 
federated into a larger whole through the recognition of common interests 
and ideals. Life in such a school is -a natural and valuable preparation for' 
life in a democracy. ... A comprehensive high school can provide much 
more effectively for health education, education for the worthy use of 
leisure, and home-making education than a number of smaller special type 
schools can. 

The Binghamton High School is an excellent illustration of this 
type of school organization. The work of the school is under the 




o 

Pi 



REPORT OF THE BIXGIIAMTOX SCHOOL SYSTEM II3 

immediate direction of the j^rincipal. There are also four deans 
of classes who are responsible for the general oversight of pupils. 
The deans meet the teachers regularly, but their greatest work is 
in advising individual pupils as to their course of study or as to 
general problems related to their school or other activities. More- 
over, the w^ork is closely articulated with the elementary work, 
particularly with that of the higher grades. Several of the heads 
of departments are in a sense directors in charge of their work 
throughout the entire school system. For instance, the head of the 
department of industrial training is supervisor of all vocational and 
manual work in the grades. This plan gives an unusual opportunity 
for the deans and directors to keep in touch with the work of the 
individual pupil and to give helpful suggestion when it is needed. 
In other words, the close articulation of all departments of secon- 
dary work and the advisory supervision which reaches the needs of 
the individual pupil give a high school organization which is cosmo- 
politan and typically American. 

In evaluating any program of study it is of real interest to know 
the individual reactions of the pupils in the classroom. Too often 
this is given little or no attention. The consensus of opinion of the 
student body as to the manner in which the course of study func- 
tions probably gives a ^•ery accurate index as to the manner in which 
the work of the school meets the community needs. As the high 
school is the typical American educational institution and repre- 
sents in the thousands of villages and cities the supreme educational 
elTorts of the community, an analysis of the work of the school from 
the point of view of the individual pupil must be helpful in measur- 
ing its efficiency. 

In order to get this response from the pupils it w'as appreciated 
that there was necessary a positive but frank and open expression 
of their thought regarding the school and its work in relation to 
them. A form was prepared and printed in sufficient cjuantity so 
that there w^ould be a copy for each pupil. Through the cordial 
cooperation of the principal and the home-room teachers, this was 
put into the hands of the individual pupils. By eliminating in this 
manner the members of the surve}' stafif, by explaining through the 
teachers that the value of the information to be given depended 
upon a frank expression of their real convictions and by assuring 
the pupils that the statements which they might make would not 
react against them in any way, there was secured from the student 
body apparently reliable information from which general conclusions 
can be safelv draw-n. 



114 THE UNIVEKSITV OF THE STATE OF NEW YORK 

The number of pupils who filled out the individual form was 862, 
The information given by the pupils is most suggestive and illuminat- 
ing. On the whole it may prove of greater value to school people' 
because it is entirely free from pedagogical bias. The free expres- 
sion of a student body is undoubtedly quite trustworthy, and a 
careful examination of the tabulation of these replies will probably 
repay the layman as well as tlie student of school surveys. 

The following form was used for this purpose : 

. BINGHAMTON HIGH SCHOOL 
Form for Individual Pupils 

Name „ Age 

How many j^ears have you .spescit in the Binghamton High School ? 

How many years have 3'ou spent in any other high school ? 

Of what class are you now a member ? 

'Daily program of studies. 



Name : (a) any subjects which 3^ou:are now repeating. 

(6) any subjects which j^ou have repeated 

(c) any subjects which you have repeated more than once. 



In what subject or subjects are you especially interested?. 



In what special high school activities do you take part (i. e. debating, 
athletics etc. ) ? 



What feature of the schooj life is of the greatest help to you?. 



In your judgment should the school offer you any further activities or 
courses of study? If so, state your reasons fully 



What are you planning to do after completing your high school work?. 



REPORT OF THE BINGHAMTON SCHOOL SYSTEM II5 

It is true, of course, that many of tlie blanks as filled out by the 
pupils give merely the facts as to their work. Many pupils made 
little attempt to express their thought with regard to the last two or 
three points. However, the answers given show serious purpose on 
the part of the pupils and the suggestions made are worthy of 
thought. Several of the pupils in the third and fourth year classes 
offer rather extended comment on the activities of the school. It is 
noticeable that many speak of the completeness of the character of 
the courses offered. One member of the junior class states that 
" the courses of study are very complete, and if there were anything 
to make the work better or more efficient it would be done." 

Occasionally after a' favorable comment regarding some feature 
of the course of instruction some suggestion is offered, as the fol- 
lowing : " I believe the technical course at present is very efficient 
although I wish that some instruction could be given along electrical 
and mechanical 'lines which are not included in physics." This feel- 
ing that additional work might well be oft'ered in scientific or techni- 
cal lines is somewhat in evidence among the junior and senior boys. 
Tl:\e following statement from a boy in the junior class illustrates 
this point : " I believe that the school should offer advanced courses 
in science (chemistry 2, physics, zoology) because we have the 
equipment which at present, I understand, is not being used. Stu- 
dents could then obtain training which many students have to attend 
college to get. Some students are unable to go to college and these 
advanced studies would make the school more efficient and also 
would ofi'er studies for students who are too young to go to college 
or are taking a postgraduate course." 

Along this same line is the following from a young man who 
expects to become an electrical engineer : " The school should 
offer a course in electricity and possibly also one in mechanics. There 
are many students who wish to become engineers in electricity and 
mechanics, who would gladly avail themselves of the opportunity to 
learn more about them in high school. A knowledge of these ob- 
tained in high school would be invaluable to the student in college." 

The girls in the two higher classes in large part hold the same 
view as the boys, that the courses of study and general activities of 
the school meet their needs. The suggestions which they mention 
relate frequently to additional courses in music, in domestic science, 
and to the possibility of wider choice of subjects to meet the special 
need of the individual pupil. 

It may veiy properly be regarded as an indication of the strength 



Il6 THE UNIVERSITY OF THE STATE OF NEW YORK 

of the English work, that EngHsh is mentioned most frequently by 
the pupils as the subject in which they have special interest. The 
commercial subjects rank second and science third. In the manual 
and industrial work, homemaking, cooking and sewing are mentioned 
frcc[uently by the girls, and shopwork, printing, metal work and 
vocational subjects are occasionally given by the boys. 

Among the features which are of the greatest help to the pupils, 
English is again prominent although athletics and gymnasium work 
lead by a rather wide margni. If, however, we include with the 
English, the related headings mentioned by the pupils, such as oral 
English, public speaking and debating, we find that this group 
becomes a close second in its service to individual pupils. Other 
features of the course of study given in answer to this inquiry are 
the commercial subjects, supervised study, social life of the school, 
drawing, health education, the influence of the teachers, household 
arts, general science, woodworking and mathematics, in addition to 
many other subjects. 

In this inquiry the reaction of the pupils was positive and indi- 
cative of a most wholesome atmosphere in the school. There can 
be no doubt that the high school functions as a most helpful factor 
in the life of the youth of the entire community. 

A study of the tabulation and the statements of the pupils seems to 
warrant the following summary : 

1 The organization of the- work and the variety of courses offered 
are indicative of the best type of cosmopolitan high school. 

2 The pupils of the high school are well satisfied with the facili- 
ties now provided by the city for their scholastic, physical and 
social well-being. 

3 The courses in liberal arts are easily leaders in the preferences 
of young people who are heading for college- 

4 The large number of pupils who are attracted by commercial 
subjects indicates that these studies are entitled to larger recognition 
in organizing the courses for our village and city high schools. 

5 The relatively large number of pupils who are looking forward 
to courses in business schools and to office work as a vocation is 
probably the reflection of increasing demands and of increasing 
rewards in the field of business activity. 

6 The percentage of pupils who are looking forward to teaching 
as a vocation is considerably smaller than it was a few years ago. 

7 Household arts and industrial activities, while of real interest 
to representative groups, do not appeal strongly to the majority of 
high school pupils. 



REPORT OF THE BIXGHAMTON SCHOOL SYSTEM II7 

8 Athletics rather tlian the formal work in i)h}sical training is 
frequently mentioned among the features of greatest help in the 
school activities. 

9 The variety of special interests in studies suggests a corres- 
ponding variet}' of tastes and aptitudes and points to the desirability 
of a considerable range of electives in high school courses. 

The Instruction as Observed 

In reviewing brief!}" the character of the instruction in the high 
school the following summaries of the work in several departments 
as presented by the specialists of the Department are of interest. 

English 

An unusual and a highly desirable feature of the organization of 
the English work in th^ Binghamton schools is its supervision from 
first grade to fourth year high school by one person, the English 
supervisor. Closely associated with the English supervisor in this ' 
work is the supervisor of the primary grades and the head of the 
English department in tlie high school. These three supervisory 
officials oversee the English work throughout the system in close 
harmony and under the general direction of the English supervisor. 
Thus unity and continuity of method and content are secured 
throughout the English course as a whole. 

The English department in the high school includes eight women 
and two men. All are collegians ; three have done graduate work. 
They range in experience from 4 to 25 years with a median age of 
35. These facts indicate that they are well trained and of sufficient 
experience. Their work is progressive in spirit and, with one or two 
exceptions, the personnel is strong. Although the salaries paid have 
sufficed to attract strong teachers, they should be increased if the> 
quality is to be maintained under the present demand and in the 
face of the cost of hving. 

The organization of the high school work is good. The average 
size of classes is 21.2, and the range is from 13 to 28. The average 
total enrolment to a teacher is 86. Special attention has been paid 
to articulation with the grades. In addition to the regular division 
of the freshman year, two special classes are maintained, one made 
up of 25 unusually bright children selected from all the grammai 
schools, and the other of pupils who have failed in English in the 
second half of the eighth grade. Each group is placed in the hands 
of an especially capable teacher. With the first group, the object is 



Il8 THE UNIVERSITY OF THE STATE OF NEW YORK 

to permit the children to complete the work of the first two years of 
the high school in three semesters, thus allowing them lee-wav for 
extra work in the fourth year. The object with the other special 
division is equally commendable. Many boys, especially, who fail 
in English in the eighth grade are thereby discouraged and drop out 
of school. The present plan segregates these boys, who are for the 
most part " mechanically minded," and aims to help them to make 
up the second semester of the eighth grade and the work of the ninth 
grade in one school year. With the careful teaching provided,' 
remarkably good work is done, and a large majority of the boys are 
saved to go on w^ith their high school v^ork. 

Several other features of organization deserve comment. Five 
periods a week are devoted to English throughout, and this time is 
carefully used according to rulings of the department head. Mon- 
days and Tuesdays are given to literature, Wednesdays and 
Thursdays to. composition, and Fridays to ''constructive grammar."' 
Oral compositions are delivered as follows : one each day except 
Wednesday, when three are delivered in the upper years ; in the first 
year Wednesdays are given entirel}^ to oral work. A thorough school 
course of study, based on the state syllabus but adapted and elab- 
orated to meet the local needs, stimulates and directs the teachers in 
every significant phase of the work. Thewritten work of the school 
finds wide publication in the school paper and oral work is stimulated 
by prize-speaking contests and by appearances at the weekly 
assemblies. 

The library deserves praise. The librarian came to the work 
recently from the children's department of the city library and 
draws tipon it with intimate knowledge of its resources. In addition 
to a small but well-chosen stock of books, the school library has 
thirty periodicals, and a partpf the class work for each term con- 
sists in a -systematic study of half a dozen- of these. An unusually 
good collection of pictures for use with the English work is on file 
in the library. 

The provision that 30 minutes of each class period of an hour be 
given to supervised study is of advantage to the Enghsh work in at 
least three ways: (i) some study time is assured; (2) assignments 
are unmistakably thorough and clear; (3) a fine opportunity for 
group and committee work, ,of peculiar advantage to English, is 
ofifered. In connection with the second point, it should be noted that 
tlie prevalent high school disease " not prepared " is noticeably 
absent in Binghamton. 



REPORT OF THE BIXGHAMTOX SCHOOL SYSTEM 



119 



It ha.s been a practice of the department chairman to entertain 
the teachers at his home once a month, for the social contact and 
for the review of some good professional book. Last year such 
works as Leonard's " English Composition as a Social Problem," 
Hall Quest's " Supervised Study," Thomas's " Teaching of English 
in Secondary- Schools " and the " Report of the Joint Committee on 
the Reorganization of English in Secondary Schools" were dis- 
cussed. This plan has led to professional growth on the part, of the 
whole department. 

The Kansas City Silent Reading Test and the Nassau County 
supplement of the Hillegas Composition Scale were used to test the 
ability of the pupils in getting thought from the printed page and in 
written composition. The following table shows the results by 
years as compared with the standards secured by the use of these 
test? in many schools. 

T.\BLE 13 
Reading and composition tests 





RE.ADING TEST 


COMPOSITION TEST 


GRADE 


Binghamton 
medians 


Standard 
medians 


Binghamton 
medians 


Tentative 
standard 
medians 


9 


27.1 

27- 

30. 
31-5 


'22.9 
25.6 
26.5 
29.7 


4.8 
6.8 
6.9 
6.2 


518 
5-88 
6. 14 
6.6 


10 


II 


12 





These figures, although indicating some weak spots and considerable 
linevenneas, are on the. whole creditable. 

The facts set forth in the preceding paragraphs considered in 
connection with the statement in an earlier portion of the chapter 
regarding the favorable opinion concerning their English instruc- 
tion expressed by a large proportion of the pupils in the high school 
already indicate a quality of teaching distinctly and unusually good. 
Improvement should be along the line of continued betterment of 
instruction. All agencies concerned are actively cooperating to 
this end. 

Modem Languages 
The modern foreign languages constitute a department by them- 
selves. They consist of French, German and Spanish, with a chair- 
man and five assistant teachers, one of whom is on a leave of absence 



120 THE UNIVERSITY OF THE STATE OF NEW YORK 

for illness. Her work is temporarily taken over by the other 
teachers. There are only two classes in Spanish. The teachers have, 
on an average, four classes daily, each period being one hour in 
length. One-half of each period is devoted to supervised study. 

The chairman has general supervision of the course of study, 
visits teachers in their classes, rates them in yearly reports to the 
superintendent and keeps in close touch with the work of the pupils 
by requiring weekly reports from the teachers about pupils who are 
doing unsatisfactory work. Two periods a day are given her for 
supervisory work. 

With regard to the training of the teachers in this department, it 
may be said that all arc college graduates and have done more or 
less summer work in modern languages. Two teachers of German 
are of German parentage. Three of the teachers in this department 
have traveled abroad. One has spent nearly two year^ in travel 
and study in France and Germany. All have oral credit in German, 
one has oral credit in French and one in Spanish. It would appear 
from the scholastic records of the teachers that the department is 
much stronger in Gei'man than in French. However, from their 
records it is evident that the modern language teachers are well 
prepared for their work. They impress one as being " professional " 
in every respect, with the possible exception of one teacher who is 
reported by the specialist as lacking in plan and purpose in her 
work. This, however, rnay have been due to local or temporary 
conditions which do not regularly obtain. 

The total enrolment in the department of modern languages in the 
spring of 1918 was 325. The pupils were grouped as follows: 
German, 226; French, 86; Spanish, 13. 

While there has been a very noticeable decline in the enrolment 
in the classes in German during the years 191 6-1 8, there has not 
beeb an equivalent increase in French or in Spanish. The total 
enrolment in the German classes in the spring of 1916 was 449, in 
191 7, 302. While this had been reduced in 1918 to 226, the increase 
in French during the same period had been only from 37 in 1916 to 
60 in 191 7 and 86 in 191 8. It appears that Spanish was first given 
in 1917 with an enrolment of 8 pupils. A year later in the spring 
of 1918, the enrolment in Spanish was 13. 

In the spring of 1916, the enrolment in modern languages was 
approximately the same as in Latin, the enrolment in French and 
German at that time being 486 and the enrolment in the Laiin 
classes, 479. . The great decrease in the enrolment in Latin from 



REPORT OF THK niXGIIAMTON SCHOOL SVSTE^r 121 

> 

1916 to 1918 has been due, of course, to an entirely different reason 
than the decline in the enrolment in German. Pupils have discon-, 
tinned the study of the ancient languages in part at least because of 
the greater appeal of subjects of more practical value, wHile the 
study of German has been discounted by war conditions. The 
present enrolment in Latin is 28 per cent, while the enrolment in all 
classes in modern languages is 32.4 per cent of the school registra- 
tion. The total enrolment in the high school during this period has 
remained practically the same. 

The table 'giving the enrolment in the modern languages during 
the past three years is as follows: 

Table 14 
Enrolment in modern languages 

1916 1917 1918 

German i. 241 123 113 

German J 155 122 81 

German 3 S3 57 3^ 

Total 449 302 226 

French i 28 45 65 

French 2 9 15 21 

Total 37 60 86 

Spanish i 8 8 

Spanish 2 . . . .' ... 5 

Total 8 13 

Total high school enrolment 1027 1050 1002 

From this table it may be observed that the percentage of total 
enrolment in modern languages during the three-year period has 
decreased from 47.3 in 1916 to 35.2 in 1917 and 32.4 in 1918. 

It was observed in the statements made by the high school pupils 
with regard to their course of study that an occasional pupil sug- 
gested the advisability of adding a third year in French. The sug- 
gestion appears to be entirely reasonable.^ The strength of the 
German department as compared with French or Spanish may be 
judged from the table which has just been given. With added interest 

^ Included as an elective studv in the courses ottered. 



122 THE UNIVERSITY OF THE STATE OF NEW YORK 

in the study of French which will doubtless follow on the decline in 
German, it would seem quite probable that those in charge of the 
high school course of study will find it advisable to add a third year 
in French to meet the needs of the increased number of pupils who 
will doubtless be interested in this language. It will also be found 
of unusual practical interest in advanced technical and engineering 
courses. It would appear that the status of Spanish in the school 
is still a very uncertain factor. It would not appear to have found 
the place in the course of study in the Binghamton High School 
which it has found in the large high schools in our more metropolitan 
districts. ■ 

For the purposes of the survey, several classes were visited and 
the inspection of the classroom was carried out as follows : 

1 Representative classes of each teacher w^ere visited on Monday, 
notes were taken of the teaching and recitation and an exact copy 
of the lesson assignment was made. 

2 The same classes were visited Tuesday, notes on the care with 
which the pupils had prepared their work were taken, with especial 
reference to the most important points in the lesson. 

3 A short written test covering the main points of the lesson 
w^as given by the specialist during the last ten minutes of the hour. 

. From the class visits and tests and from information gathered 
from other sources, the following conclusions seem valid : 

The modern languages in the Binghamton High School are gener- 
ally well taught. 

Especially to be commended is the general organization of the 
work. The department head has taken effective measures to see 
that each teacher and each pupil do the work assigned. 

The teaching staff is well trained and shows unusual professional 
interest in the activities and growth of the department. It would 
appear, however, that the work in German is stronger than in the 
other languages. It is possible that the enrolment in French will be 
somewhat increased in the next few years which will offset the 
decline in German. As a result of this it may be advantageous to 
offer another year in French. 

The general school organization, especially the supervised study, 
seems to have worked especially well for both teachers and pupils. 
The teachers have few classes and the classes are small. Undoubt- 
edly this plan makes for additional cost but it also makes for 
increased efficienc)^ 



KJJ'OKT OF Till': ISINGHAMTOK SCHOOL SYSTEM I23 

Anci-ent Languages 

In connection with the preparation of the report on the work in 
ancient languages, conferences ■^^ere held with the various teachers, 
with the head of the department and with the high school principal. 
Six classes were visited during the recitation periods, three classes 
in Latin second year and one class each in Latin first year, Latin 
third year and Latin fourth year. 

FovA- teachers are employed in this department, three of whom 
instruct four classes each daily. One teacher, the head of the depart- 
ment, has three classes daily, in addition to which she is instructing 
a class of three pupils in first year Greek. With the exception of one 
large second year class in Latin, no tendency to congestion was 
noted in the enrolments. 

In this connection, the following table is presented : 







'' 


fABLE 15 








Enrolment 


and class 


registration 


in Latin 




Subject 




Enrolment 


Number of 


Maximum 


Average 










classes 


number in 

class 


number in 
class 


Latin 1 ... 




ic6 

103 

58 




5 
5 
3 


26 
33 


'I 


Latin 2 ... 




21 


Latin 3 ... 






28 


10 


Latin 4 . . . , 




22 




2 


14 


I.I 


Total . . 




, 289 




15 


Z2> 


18 



Three of the teachers of Latin are college graduates in the liberal 
arts course. The major work of all three in college was in Latin. 
The fourth of the group has the degree of Ph.B. (major subject, 
history) and also the degree of M. A. obtained through a year's 
study of sociology' in Columbia University. Two of the four have 
had considerable postgraduate work in Latin. One has taught Latin 
for 20 years, another for 1 1 years and a third for 4 years. The fourth 
has not taught Latin until recently. 

Within the past two years there has been a noticeable falling off 
in -the number of pupils enrolled in the classes in Latin. This 
decrease is probably due in part to the great interest in commercial 
subjects which followed the opening in the new high school building 
of a well-ecj[uipped commercial department. The feeling on the 
part of the pupils that the classical studies have been somewhat 
lacking in utility values lias also been' responsible in some part for 
the decrease in the enrolment in these classes. Furthermore, the fear 



124 THE UNIVERSITY OF THE STATE OF NEW YORK 

on the part of pupils of possible failure in the term work or in final 
examinations has doubtless been a factor in the lower registration 
in the Latin classes. Where there has been faulty technic in instruc- 
tion in the early stages of any study or where there has been the 
lack of inspiring leadership as classes advance, it can not be expected 
that the feeling among the pupils will be other than adverse to the 
study of the subject. 

In past' years the Binghamton High School has sent many young 
people to the liberal arts courses in the eastern colleges. To those 
who are especially interested in the place which Latin holds in the 
arts courses in college it will be a matter of regret that the number 
of pupils studying Latin seems to have fallen off in such a marked 
degree. The facts with regard to the enrolment in Latin in the 
high school are shown in the following table: 

Table i6 
Enrolment in Latin classes for three years 

Subject 1915-16 1916-17 1917-18 

Latin i , 306 161 106 

Latins 115 104 103 

Latin 3 49 55 58 

Latin 4 . . . . ". 26 2^ 22 

Total 496 347 289 

Total high school enrolment 1027 1050 1002 

It will be observed that in the year 191 5-1 6 there were enrolled 
in the Latin classes 48 per cent of the student body. In the year 
1916-17 the enrollment in the Latin classes was 33 per cent of the 
student body. In the year 1917-18, however, this enrolment had 
dropped to 28 per cent. It appears, however, that this loss has been 
in large part in the first year rather than in the succeeding classes. 
During the three years covered by the table, the enrolment in first 
year Latin dropped from 306 to 106, while the enrolment in second 
year Latin, which was 115 in the first year, was 103 in the last year. 
The mortality of the first year classes in the year 191 5-16, as shown 
by the number in the second year classes in the year 1916-17, was 
ver}^ great. It was much less during the past year. It is also worthy 
of mention that the number of pupils in third year Latin has been 
greater each year during the three years covered by the table. It 
would, therefore, appear that while the total enrolment in the Latin 



REPORT OF THE CIXGIIAMTON SCHOOL SYSTEM 1 25 

classes is less than formerly, it is possible that the selection of 
courses is now being more wisely made and that there is greater 
stability in the language courses after the work has once been 
undertaken. 

History ^ 

The department of histor\- and social science in the Binghamton 
High School is in charge of four teachers. The head of the depart- 
ment was graduated from Yale University and has had 20 years 
of service as a schoolmaster in addition to a number of years of 
experience in the banking business. This somewhat unusual com- 
bination gives him a wider vision and makes him an unusually 
stimulating teacher in the field of social science. Two of the other 
teachers were graduated from Syracuse University and have had 
8 years' experience each. The fourth teacher was graduated from 
Cornell University and the Albany State Normal School and has 
taught for 13 years. It will be seen, therefore, that the teaching 
staff in this department is qualified both by training and contact with 
school life to render efficient service. The observation of the class 
instruction indicates that the work is generally well done and that 
there is more than the usual degree of interest among the pupils 
in the study of history. This interest is also indicated in the portion 
of time devoted to the field as compared with the other fields of 
secondary education. 

A tabulation based upon the registration of the present senior 
class shows that in each of the six major groups of subjects a larger 
number of the pupils has pursued a continuous course in history 
than in any of the other groups. Thirty-two per cent of the senior 
class has had three and one-half years of instruction in history or 
social science, 60 per cent has had three years, 96 per cent has had 
two years and 100 per cent has had one year's work in the field of 
history. This is clearly a larger proportion of time than is usually 
devoted to the subject in the average city high school and the results 
are corresponding!}- satisfactory. These statistics are as follows: 

Boys Girls Total 

Senior class 51 82 133 

History ' 

1 year 51 82 133 

2 years 46 82 128 

2^ 3'ears 30 58 88 

3 years 26 55 81 

3H years 9 34 43 



126 THE UNIVERSITY 0F THE STATE OF NEW YORK 

The head of the department is obhged to teach as many classes 
each day as any of his assistants and his supervisory duties, there- 
fore, have to be carried on in large measure outside of the regular 
work of the day. He has at present only one period in v.'hich to' 
observe the work of other teachers. This would seem to be an 
insufficient amount of time and it is recommended that at least one 
more period a day be given for the observation of recitation and for 
the guidance and direction of the assistants in his department and for 
consultations with the pupils. The registration in classes is not 
excessive and, with the exception noted above, the teachers have 
frequent periods which they may use for consultation with pupils 
and for the direction and supervision of study. 

There is at present no direct effort to connect the academic work 
in history with the work in that subject done in the grade schools- 
such as has been so satisfactorily "developed in the field of English 
through the activities of the English supervisor. The head of the 
history department has, however, been able to visit the grades 
occasionally ^nd has in one or two instances conducted grade classes 
in the high school building. It would be especially stimulating to- 
the grade teachers if he were able to give more time to their 
problems, or if there were, as has been recommended elsewdiere, a 
special supervisor in the field of social science. 

Mathematics 

The work in mathematics in the Binghamton High School is under 
the general direction of a department head who is also the dean of 
seniors. Of the eight teachers in the department of mathematics^ 
six are college graduates and two are graduates from state normal 
schools. Special graduate work has been done by one. The average 
number of years of teaching experience of the mathematics teachers 
has been thirteen years, seven of which has been in high schools out- 
side of Binghamton and six in the Binghamton High School. All 
the teachers in the department of mathematics have had experience 
in other high schools except two, both of whom have been teaching: 
in the Binghamton High School for fifteen years. 

The head of the department in mathematics has two class periods 
during the day. Three periods he gives to conferences with instruc- 
tors and pupils or to observation of class instruction. The other 
seven assistants in the department of mathematics have either four 
or five full hour recitation periods daily except one instructor wlio 
is also dean of the sophomores, who has only two recitation periods 



REPOKi < n- ]!li-. l,l.^.■H.\.M io.N r-l_ii<«jl- SYSTEM 12/ 

daily. The six instructors have an average of twenty-two pupils in 
€ach recitation. The classes, therefore, are nomial in size and ample 
opportunity is given to the instructors to meet their pupils in con- 
ference to assist as may be necessary in connection with their 
individual ne^ds. 

The results of the work in mathematics in the Bin^^hamton High 
School as shown by the attainments in the state examinations are 
reasonably satisfactory-. 

On account of the fact that the specialist in mathematics was un- 
able to complete his inspection of the class work, as he Was called to 
other duties, the complete discussion of the classroom instruction 
which has been given in the case of the other subjects has not been 
covered for mathematics. There is every reason to believe, how- 
ever, that with the training of the teachers in the mathematics de- 
partment, with the careful schedule which has been worked out 
whereby the classes are nonnal in size and where ther^ are op- 
portunities for conferences betw^een instructors and individual pupils 
and where the department head has opportunity to supervise the 
work of the teachers, there can be no serious situation in the routine 
classroom work. 

Science 
Biologic Science 

In the Binghamton High School four teachers give instruction in 
l)iologic science. The enrolment in biologic science is 343. Of these, 
232 are registered in the year course in biology and 11 1 in the 
course in introductory or general science, in which one-third of the 
instruction is of a biologic nature. 

The head of the department gives instruction to three sections in 
introductory science (6y pupils) and has general direction of the 
w^ork of the other teachers. She was graduated from Syracuse' 
University in 1914 and has taught five years, including tw^o years 
previous to graduation. Two of the assistants were graduated from 
Syracuse University in 1913 and 1914 respectively and the third 
assistant from Mount Holyoke in 191 5. The nurrrber of pupils to a 
section is approximately 20, one teacher, for instance, instructing 
•65 pupils in biology in three sections and 44 in introductory science 
in two sections. Another teacher has 58 pupils in biology in three 
sections. Classes are, therefore, reasonably small in science, the 
interest is keen and the work progressing under very favorable 
conditions. Each class has five recitation periods weekly of 60 
minutes each. One-half of each p-eriod is given to supervised study. 



128 THE UNIVERSITY OF THE STATE OF XEW YORK 

Ample room is . provided for the work of the department, a 
lecture room and four laboratory rooms being available. The head 
of the department has a small office and there is also a well-arranged 
stockroom. The laboratories are. adequately furnished and well 
equipped. There is an aquarium in each room and abundant space 
near the windows for growing plants. There is also a stereopticon, 
an adequate number of compound microscopes and small micro- 
scopes. The smaller pieces of apparatus required for the work are 
found in sufficient quantities for the use of individual pupils. 
Suitable reference books are available and cases in which the indi- 
vidual notebooks of the pupils are filed. In some school museums 
and laboratories there are found more specimens such as seeds, fruits 
and stuffed animals, also charts and insect cages. In view, however, 
of the adequate equipment in other respects, it would be unfair to 
this department which is so well organized to criticise it in any way 
through lack of equipment or furnishings. 

There is systematic effort to correlate the work in biology with 
,the English composition work. Essays on biologic topics are accepted 
by the English department and the teachers in the biologic depart- 
ment give due attention to the use of accurate English in the written 
and spoken exercises of the class work. This feature of correla- 
tion is to be commended and might 'well be used with great profit 
in much of our secondary school work. Undoubtedly a closer 
articulation of the work of the various departments in high school 
would result in a very considerable economy of time and in greater 
efficiency in the daily classroom work as well as in the general 
attainment of the pupils. This feature of the work in Binghamton 
is to be commended. 

It is suggested that there might be an even greater efficiency in 
' this work by a larger use in English exercises of topics of a biologic 
character such as conservation of food, preservation of forests, 
dangers of bacteria and' other subjects closely related to the com- 
munity welfare. 

In general it may be said that in the efficiency of the teaching 
staff, the character of the work done, the provision of adequate 
laboratory rooms and equipment, the work in biologic science com- 
pares favorably with that done in the best schools in the State. 

Physical Science 

. Physical science in the Binghamton High School is taught by one 

man and four women, all college graduates, all having had some 

postgraduate courses and all having had successful experience in 



REPORT OF THE RIXc IIIAMTOX SCHOOL SYSTE^r I29 

teaching high school science in the Slate before appointment to their 
present positions. The head of the department is a young man, 
who after being graduated from Alfred University with a B.S. 
degree, has had the advantage of a year at the Northwestern Uni- 
versity with a fellowshii) in chemistry. His scholarship is attested 
by his appointment to teach summer courses at both of these insti- 
tutions. As he teaches only two periods daily, of 60 minutes each, 
it is apparent that he has ample opportunity to supervise, direct and 
assist his associate teachers. 

The program provides for physics and chemistry in -addition to 
the work in geijeral science, to which reference has been made in 
the previous paragraphs. The time allotment is five periods of 60 
minutes each a week, four of these periods being used for recitation 
and supervised study, and one for laboratory exercises. 

There are 119 pupils taking physics who are enrolled in six differ- 
ent sections, making an average of approximately 20 pupils to a 
section. Three sections began the work in September, two began 
in January and one is made up of special pupils. One beginning 
section is instructed by the head of the department. One beginning, 
one advanced and the special section are instructed by the first 
assistant the other two sections are instructed by a second assistant. 

The one small section in chemistry is instructed by the head of 
the department. As the methods employed are good and as this is 
the subject to which the teacher devoted the greatest time in prepara- 
tion for his work, there is every reason to believe that the results 
will be very satisfactory. The number pursuing the subject repre- 
sents a larger percentage of the registration of the school than in 
previous years. 

In the new high school building excellent quarters have been 
provided and equipped for the work in physical science. Details of 
the equipment have been worked out with unusual care. Well- 
equipped laboratories have been provided for the work in physics, 
chemistry and physical geography, in addition to which there is a 
special room for some of the electrical equipment. There is also a 
science lecture room. 

From the observation of the recitation in laboratory work in 
physical science, it would appear that the work is being carried 
forward very efficiently. The equipment available, the methods 
employed and the spirit observed throughout the work would indi- 
cate excellent conditions with regard to this phase of the high school 
instruction. In both physics and chemistry a larger percentage of 



130 THE UNIVERSITY OF THE STATE OF NE,\V YORK 

pupils are enrolled than is usually found in other high schools. The 
results of the work as measured by the state examinations are also 
very satisfactory. With regard to all the science work offered in 
the Binghamton High School, it may be said that the pupils are 
fortunate in the equipment that is available and in the manner in 
which the instruction is being carried forward. It is quite possible, 
as is suggested by some of the more advanced pupils, that special 
courses in some of the advanced phases of the science work might 
well be offered for those who for ^special reasons would profit by the 
opportunities which such courses would offer. 

Commercial Subjects 

Regular high school instruction in commercial subjects dates from 
the opening of the new high school building in September 1915.. 
Prior to. that time a few of the commercial subjects were occasionally 
offered as electives, taught, however, by various members of the 
faculty not especially trained in commercial work. It was due to 
the overcrowded conditions in the old high school building, which 
made any extension of the curriculum practically impossible, that 
the introduction of commercial work was so long deferred. 

With the opening of the new building, a regular course of study 
in commercial subjects was adopted and a department organized with 
a department head in charge. One hundred seven pupils out of a 
registration of 851 enrolled in commercial subjects this first year. 
In the following year, September 1916, the enrolment increased to 
242 pupils out of a registration of 909. In March 1918, the data 
gathered for this report showed that 274 pupils, or 27.3 per cent 
of a total of 1002 pupils, were registered in one or more commercial 
subjects. The registration by subjects as reported at the same time 
is given in the following table : 

Table 17 

Registration in commercial subjects 

Subjects No. classes Total enrolincnt 

Elementary bookkeeping 4 71 

Advanced bookkeeping i 13 

Commercial arithmetic 4 "' 92 

Business writing ., 3 97 

Commercial geography i ■ 19 

Shorthand i 2 2>S 

Shorthand 2 i 9 

Typewriting , 6 145 



REPORT OF THE BINGHAMTON SCHOOL SYSTEM 13! 

DepiortMienial orgicmizatiQn. The commercial work is organized 
as a department witli a department head iii charge. Department 
meetings of teachers are held at no stated time but as the occasion 
may require. With a teaching schedule of four periods daily, the 
department head is, however, prevented from performing fully the 
duties of his position. Stated briefly, these duties are as follows : 

1 To supervise the work of the department as a whole, more 
especially the teaching, and to advise and consult with teachers 
regarding their own particular subjects; to hold conferences regu- 
larly for the discussion of the sj^ecial problems of the department. 

2 To act in an advisory capacity to the commercial pupils, espe- 
cially those who upon entering high school need intelligent direction 
in the election of dieir courses. 

3 To work out schemes of correlation within the department, 
between his own department and the other departments of the school, 
and w^th the business community; to develop a scheme of coopera- 
tive work whereby pupils may receive practical training in the techni- 
cal commercial subjects. 

4 To make a study of the business conditions in the city and the 
prevailing practice in the different phases, of office work, with a 
view to modifying the subject matter when such modification 
becomes advisable. The department head should be the point of 
contact between the school and the business community. 

5 To keep a careful department record of the progress and stand- 
ing of each commercial pupil and to take charge of vocation records 
of pupils entering business positions and the character of employ- 
ment secured. Graduates of the department should be followed up 
systematically to detennine, among other things, whether or not the 
work of the high school is properly adapted to business needs. 

6 To arrange for regular assemblies of commercial pupils, in 
which discussions of current business and commercial problems, 
debates on similar topics, talks by businesr men, and the like, should 
make the meetings both interesting and profitable. Contests and 
exhibits held occasionally would also help to develop a department 
spirit. 

It is suggested that the head of the department might possibly be 
given additional free time to work out more fully the organization 
of the department along the lines suggested above. 

Training of teachers. Five teachers, including the department 
head, constitute the teaching force. In addition, two teachers from 



132 THE UNIVERSITY OF THE STATE OF NEW YORK 

Other departments are teaching respectively classes in commercial 
arithmetic and commercial geography. Of the five commercial 
teachers, four are college graduates and one a high school graduate 
only. Three report that their special preparation was obtained in 
business school ; one obtained his training through a correspondence 
course; one holds a degree from one of the university schools of 
commerce, finance and accounts. All have had business experience. 
Their teaching experience ranges from two years to nine years, all 
obtained in commercial subjects. 

Classrooms and equipment. Four classrooms and a department 
office, all of them en suite, .are provided for the work of the depart- 
ment. The special equipment consists of 107 commercial desks of 
an approved type, 30 typewriters of different makes, 30 typewriter 
tables, I rotary mimeograph, i mimeoscope, i adding machine, 2 
dictaphones, an educational outfit of vertical file cabinets, and office 
and banking fixtures designed for business practice. The depart- 
ment also has the use of a stereopticon. 

The facilities thus afforded for the technical subjects are fully 
adequate. For the work in commercial geography, however, there is 
practically no supplementary material available. A full set of trade 
and commercial maps, including a blackboard outline map of the 
United States, might well be purchased. A collection of industrial 
and commercial products should also be made for use in this work. 
In addition, a departmental library of reference books, government 
publications, booklets and folders of various kinds, clippings, and 
the like, is indispensable and should be provided. Such a library 
placed in the department office would be easily available for use by 
both teachers and pupils. 

Course of sHidy. The course of study adopted in 191 5 and still 
in force is given in the latter part of this chapter. Certain changes 
in this course of study should be made in order to differentiate more 
clearly the training desirable for commercial and secretarial pupils. 
Provision should also be made for the study of advanced subjects 
in the latter part of the covirse. An outline of a course embodying 
these and several other features is given below and is recommended 
for adoption. The number of counts allowed in each subject is the 
same as the number of recitations a week prescribed in that sub- 
ject. In certain instances it may be necessary to increase this time 
allotment in order to cover the work. 




The Clinton Street School 




The Jarvis Street School 



RETORT OF THE BINGIIAMTON SCHOOL SYSTEM I33 

First year Periods Second year Periods 

English 4 English 4 

Biology or general science. . . 5 Bookkeeping i^ 5 

Commercial arilhnielic 5 Typewriting (2j^ counts) ... . 5 

Business writing 2 Algebra 5 

Civics 2 Commercial geography 2^ 

Third year 
Commercial Secretarial 

English 4 English 4 

History 3 History 3 

Bookkeeping 2 5 Shorthand i 5 

Electives- 5 Electives^ 5 

Fourth year 

Cominercial Periods Secretarial Periods 

Business English 4 Business English 4 

American history 5 American history 5 

Commercial Law 2^^ Shorthand 2^ 5 

Economics 2 Electives® 5 

Electives* 5 

It will be noted that this course provides for three classes of 
pupils : first, those who desire a full course in either one of the two 
lines of business training; second, those who for some reason must 
leave high school before graduation but who wish to take as much 
commercial work as they can with profit; third, those w^ho are pre- 
paring to take a course in commerce and finance in a higher institu- 
tion. Pupils registered for general high school work should, of 
course, be permitted to chose any of the commercial subjects as 
electives. 

Drazinng'^ 

The art course in the high school for the year just closing, has 
shown a marked advance over that of the preceding year. An extra 
classroom has been equipped for daily use, an additional teacher 
provided, and three new courses established to correlate with the 
household arts department, and with the course in printing. A 
topical outline of each of these courses appears below. 



^ Shorthand i may be substituted. 
^Shorthand i included. 
^Bookkeeping 2 included. 

* Shorthand, elementary accounting and business organization included. 
5 Transcription on typewriter for at least two periods a week required. 
^Secretarial practice, business organization, commercial law and economics 
included. 

''Statement prepared by city supervisor of drawing. 



134 THE UNIVERSITY OF THE STATE OF NEW YORK 

The courses in elementary design, elementary representation and 
intermediate drawing remain as heretofore, and are based directly 
upon the required work outlined in the state syllabus. 

Costume Design 

Required of each pupil; a looBe-leaf notebook for mounted clip- 
pings, notes on assigned readings and rapid memory sketches from 
observation in streets and shops. Mediums : pencil, brush, water 
color and crayons. 

Charts of mounted illustrations from fashion magazines and of 
pencil and brush drawings made by the pupil to illustrate the fol- 
lowing problems, as required in the course in domestic arts : ( i ) 
■details of sewing stitches, tucks and hems; (2) details of patterns; 
(3) space relations in parallel lines, stripes and plaids; (4) drawings 
of assigned details and of the complete garment as follows: (a) apron 
(b) yokes and neck openings, (c) kimona nightgowns, (d) collars 
and cuffs, (e) sleeves, (/) tailored or fancy shirtwaist, (g) simple 
housedress. Related exercises in artistic anatomy and pose drawing 
have accompanied these lessons. 

Home Planning and Interior Decoration 
Required : loose-leaf notebook, as in preceding course. Mediums : 
pencil, brush and crayons. 

Topics for discussion and illustration: (i) building site: loca- 
tion, exposure, drainage, water supply, fertility of soil, etc.; (2) 
building materials : wood, brick, cement, etc.; (3) freehand sketch 
of plan of home kitchen, for class discussion of conveniences and 
necessities in wall openings and furniture; (4) study of motmted 
illustrations of plans of kitchen, pantry and dining-room, to scale; 
(5) drawing to scale, with customary conventions, of kitchen, 
pantry and dining-room, showing plan and elevation; (6) freekand 
or instrumental sketch showing the possible remodeling of the 
home kitchen, to secure greater convenience or better lighting and 
ventilation; (7) study various styles of door and window openings, 
from the viewpoint of convenience, beauty and expense; (8) floor 
coverings: material, color and wood finish; (9) wall finish: paint, 
paper and color scheme; (10) necessary and convenient furniture 
for kitchen. 

The second year course covers the arrangement and furnishing 
of a living-room and sleeping-room in a modern home, upon a 
modest income. 



REPORT OF THE DINGHAMTOW SCHOOL SYSTEM 135 

Art Course for Printers 

(i) Samples of common type faces; as bold, extended, Roman, 
Gothic, Old English, Craftman etc.; (2) diagram to show arrange- 
ment of type in cases (to facilitate ready manipulation in print 
shop), as California job, yankee job and news upper and lower cases, 
etc.; (3) plate of decorative space fillers; (4) plate of Roman and 
Arabic numerals; (5) personal cards; (6) business and professional 
cards; (7) tickets; (8) letterheads; (9) personal monograms; (10) 
menus; (11) cover for high school panorama; (12) posters for 
June play-festival. 

It is the aim of the department throughout the city to become a 
vital, integral part of the entire school curriculum, to enrich in every 
possible manner the prescribed courses in other departments, to 
strengthen the bonds between the esthetic, the theoretical and the 
industrial interpretation of art; but still more, to open avenues of 
approach to new fields of art, nature, history and literature, wherein 
has been expressed man's inherent desire, for centuries, to satisfy 
the longings of his soul by beautifying his material surroundings. 

Industrial and Household Arts^ 

The arrangement of the industrial work for the various types of 
high school pupils is a difficult task. First of all we find those wha 
are preparing for college and the higher institutions of learning 
for whom some practical work should be arranged. Others know 
they will take up technical and industrial pursuits. While they con- 
tinue their general education, their course should include such 
technical and industrial work as will be helpful to them in their 
future vocations. Still others will desire to begin special technical 
work as soon as they enter the high school and some provision must 
be made for them by including such representative types of voca- 
tional work as are found in and about the community. 

To met this complex situation in the high school of Binghamton 
elective courses are offered in various forms of woodwork, sheet 
metal, printing, freehand and mechanical drawing and household 
arts, including cookery, sewing and household management. It is 
planned to introduce additional lines of work as the department 
grows and the demands are made. 

In all the courses offered the work is given in well-equipped shops 
and laboratories by instructors who have made special preparation 



^ Statement prepared by city supervisor of industrial and household arts. 



136 THE UNIVERSITY OF THE STATE OF NEW YORK 

in the subjects taught. From the beginning the aim is to deal with 
such vitally related subject matter and local interests as to develop 
in the pupil an appreciative insight and reasonable acquaintance 
with the industrial processes, problems and conditions of the com- 
munity. Such an understanding of industrial facts and forces 
should form for the pupil the basis for intelligent and efficient 
functioning in the world, regardless of the sphere in which his 
activity may be directed. 

Throughout the year two distinct courses — the technical and the 
industrial or vocational — have been in operation. In the technical 
course at present there are nine classes as follows : woodwork 2 ; 
mechanical drawing 4; sewing 2; cookery i. These classes consume 
two double periods a week, the boys preparing for entrance to 
technical and engineering schools and the girls advanced courses 
in household arts. 

In the industrial or vocational course there are thirteen classes 
as follows : woodwork 2 ; sheet metal i ; printing i ; mechanical draw- 
ing 3 ; applied design 3 ; sewing 2 ; cookery and household manage- 
ment I. These classes meet every day. 

During the year we have made an extensive study of textiles 
because we feel that the ability to select wisely is equally important 
as the ability to construct the garment. Through the custom work 
the girls have had the advantage of taking measurements and making 
fittings for others. The community welfare work, including quanti- 
ties of sewing for the schools, the gymnasium and such outside insti- 
tutions as the St Mary Orphanage and Susquehanna Valley Home 
have created a deeper civic interest. Since the declaration of war our 
interests and efforts have been devoted almost exclusively to the 
work of the National Red Cross Society. We shall probably con- 
tinue this work during the remainder of the school year. 

In addition to the work in sewing we have given rather extensive 
work in foods, home sanitation and housewifery. The approach to 
the study of foods, cookery and sanitation was made through simple 
experiments in chemistry, physics, bacteriology and biology. This 
experimental work is the basis for an intelligent comprehension of 
the principles involved in cooking and home management. Such 
a foundation enables the pupil, through her own initiative, to develop 
recipes instead of mechanically following printed rules. In the 
study of sanitation particular emphasis was placed upon cleanliness. 
From the scientific study of bacteria, yeasts and molds the pupils 
gained a clearer realisation of the dangers resulting from dirt and 



REPORT OF THE BINGIIAMTON SCHOOL SYSTEM 137 

dust. By applying scientific principles revealed in these experiments 
the girls gained a clearer understanding of (a) the processes of steri- 
lization, (b) the selection of food with regard to its composition, 
(c) food preparation, ((/) economical use of fuels, (e) methods of 
home sanitation. 

We shall be able to place greater emphasis upon housewifery 
when the furnishings of the model apartment have been secured. 
For the present we have included only the theory as a part of the 
course in sanitation. 

The industrial work for the boys should be given in such a way 
that the worker may be really educated during the time he acquires 
technical skill. No one would permit the vocational element to sup- 
plant or cripple the fundamental work of the school. A command 
of English, the ability to express one's thoughts clearly and con- 
cisely, the mastery of mathematics and science are as essential to 
successful vocations as manipulative skill. Furthermore, the natural, 
healthy growth and development, physical and mental, will always 
stand first as a prerequisite for a skilled worker and efficient citizen. 
Any defect here means that there can be no basis for the future 
education and training to rest upon. 

In our selection of shop problems we try to embrace as many 
operations as possible and at the same time give individual and 
group work. Many of these problems are such large pieces as are 
needed in the various schools of the city. These usually require a 
great deal of machine work and offer opportunities for real factory 
methods. 

While it may not be possible for us to give real vocational prepa- 
ration we can, through such industrial worjc, make a strong appeal 
to the instinct in young people which will make them want to do 
something worth while in the world. They will be brought to 
realize that there are many kinds of work in the world to be done, 
all of which are necessary and important. Furthermore, these boys 
and girls may be brought to realize that it is the individual's business 
to find the work he is most interested in and for which he has the 
greatest capacity and that he should prepare to do that work and do 
it well. 

Employment Bureau 

There is in the high school, as a part of the administrative organi- 
zation of the school, an employment bureau which makes an effort 
to collect the available information regarding the openings in the 
business or industrial activities of the community, and also keeps a 



138 THE UNIVERSITY OF THE STATE OF NEW YORK 

card record of those pupils, boys or girls, who- are looking toward 
eniplo3aTient. 

This method of bringing the boy or the girl and the job together 
is of great help to everyone concerned. It gives the emplo3'er the 
benefit of the school record and the advice of the school representa- 
tive. The training sand special aptitude oi the pupil which are vital 
factors but too often overlooked are talcen intO' consideration and are 
a matter of record on the employment card. This plan of assisting 
the pupils in finding congenial and remunerative employment is but 
another illustration of the attention given throughout the school to 
the needs of the individual pupil. 

Aiadsitoriaimi. 

The cosmopolitan character of the Binghamton High School is 
well illustrated by the wide use which is made of the large audi- 
torium in the high school b-uil'ding. The pupils themselves bear 
witness to the interest in the general auditorium exercises. In 
answer to' the question, " What feature of the school life is of the 
greatest help to you?" a large group of pupils gave the answer, 
" The auditorium or assembly exercises."^ The visitor at these 
exercises is impressed with the spirit shown by the student body, 
the unusual chorus singing, the work of the school orchestra, and 
the general interest shown by everyone in the assemblies. 

In a much wider sense, however, the high school auditorium is a 
real community center, if one may judge from the meetings of a 
public character which have been held in the auditorium during the 
past two years. It seenis to be an open forttm where every matter 
of piaMie interest may be discussed. The city is fortuariate in having 
such a completely equipped auditorium for high school purposes 
and for general public gatherings, and is to be congratulated on the 
liberal .pHDlicy which makes possible such wide use of the auditej^rium 
for general educational activities. Some of the objects for which the 
high school auditorium was used in 191 7 and early in 1918 were as 
follows: 

1917 
Lecture — Dr J. J. Walsh Auspices Knights of Columbus 

Concert — Madame Gadski C. G. S>mythe 

Play — Green Stockings High School Faculty 

Westfield Pure Food Exhibit — 4 

days Binghamton Press 

Religious meeting Y. M- C A.. 

Meeting of Jewish National Work- 
ers' Alliance 



REPORT OF THE BINGHAMTON SCHOOL SYSTEM 



139 



Play — Slop Thief 

Mass meeting 

Concert — Helen Stanley and Frances 

MacMillan 
Lecture — Mr P. H. W. Ross 
Rally 
Minstrel show 

Educational music lecture 

Condert — New York Sj'mphony 

Orchestra 
Demonstration wireless telephone 
Concert — Colgate Glee Club 
Debate — Elmira vs Binghamton 
Lecture — Oscar King Davis 
Patriotic rally and demonstration 
Concert — Hamilton Glee Club 
Jewish patriotic meeting 
Concert — Anna Case 
Organization meeting 

Play 

Concert 

Concert 

Concert — Rogmuil Sykora 

Lecture — Arthur Guj^ Empey 

Patriotic meeting and minstrel show 
Harvard prize speaking contest 
Collegiate alumnae reception and 

pictures 
Girls' debate 
Concert — Anna Suszczjmska and 

Minna Kaufman 
Concert 

Memorial Day services 
Mass meeting 
Flag Day 

Concert for benefit of Red Cross 
Educational lecture concerning foods 

etc. 
Commencement exercises 
Baccalaureate service 
Commencement exercises 
Commencement concert 
Commencement exercises 
Weeks prize speaking contest 
Recital — Miss Keough 
Concert — Benefit Red Cross 



Hamilton Dramatic Clu'u 
Auspices Y. M. C. A. 

C. G. Smythe 

American Red Cross 
St John Av. Parent-Teachers Asso- 
ciation 
Endicott-Johnson Co. 

C. G. Smythe 

New York Telephone Co. 

General organization, High School 

Mondaj' Afternoon Club 



Relief of war sufferers 

C. G. Smythe 

National Protective League of Amer- 
ica 

Benefit Jewish war sufferers 

Benefit Bartktt Relief Corps 

Benefit Bartlett Relief Corps 

C. G. Smythe 

Broome Co. Graduate Nurses Asso- 
ciation 

St John's Church 

High School 



Civic Club 

(Miss Ella Trapper) 
C. G. Smythe 

Jewish Congrv;S5 

Binghamton Lodge, B. P. O. E. 

Binghamton Conservatory of Music 

Flying Squadron 
City Hospital 
High School 
High School 
High ScTiool 
Elementarv schools 



T. E. Delia Rocca 



140 



THE UNIVERSITY OF THE STATE OF NEW YORK 



State Civil Service Commission 
convention 

Testimonial concert 

Lecture 

Concert 

Entertainment — mock trial 

Prohibition meeting 

Masque of Pandora 

Concert 

Meeting of New York State Nurses 
Association 

Meeting of New York State Nurses 
Association 

Patriotic meeting 

Patriotic meeting 

Relief meeting 

Five lectures — John Balcom Shaw 

Convention 

Convention 

Moving pictures for school children 

Men's meeting 

Meeker prize speaking contest 

Concert for benefit Red Cross 

Illustrated lecture 

Concert — Russian Symphony Or- 
chestra 

Safety-first pictures 

Memorial service 

Play 

Moving pictures for children — 4 
days 



E. A. Bertrand 

Home Defense League 

Benefit Navy League 

Canton Binghamton, L O. O. F. 

Federated Bible Classes 

Benefit Ladies Guild, City Hospital 

Benefit Navy League 



Liberty Loan rally 
Slovak Society 
Armenian-Syrian relief 
Bible Training School 
State probation officers 
State probation officers 
Mothers clubs 
Y. M. C. A. 

Hills, McLean Choral Club 
Chamber of Commerce 

Collegiate Alumnae 
Ansco Company 
Binghamton Lodge, B. P. O. E. 
High School Life Club 

Mothers Clubs 



1918 

Lecture — Food Conservation 

New York concert — Preparatory 
Liberty Bond Mass Meeting 

Shakspere recital ^ 

Minstrel show St John Av. Parent-Teachers Asso- 

ciation 

Travel pictures Col. C. H. French 

Travel pictures ^ Col. C. H. French 

Public meeting — Dennis McCarthy Citizens Committee for Dry Bing- 
hamton 

Public meeting — Mrs Arner Citizens Committee for Dry Bing- 

hamton 

Public meeting — Mrs Cottrell Citizens Committee for Dry Bing- 

hamton 

Public meeting — John Barleycorn Citizens ComTnittee for Dry Bing- 
Pictures ' hamton 



RKI'ORT OF THE RIXGIIAMTON SCHOOL SYSTEM 



141 



Public meeting 

Mass meeting 

Moving pictures for school children 

Public meeting — Father Curran 

Concert — Colgate Glee Club 
Moving pictures for school children 
Public meeting — Mrs Ropp 

Harvard prize speaking contest 
Play — It Pays to Advertise 
Moving pictures for school children 
Lecture — Madame Huard 
Preliminary declamation contest for 

Hamilton 
Boys Glee Club concert 
Patriotic meeting 
Lecture — Doctor Forbush 
High School festival musical 
Girls' prize speaking contest 
Graduation exercises 
Contest 

Class day exercises 
Weeks prize speaking contest 
Commencement exercises 
Commencement exercises 
Federal lecture 
Food demonstration 
Boy Scouts rally 



Citizens Committee in license cam- 
paign 

Liberty Loan rally 

Mothers Clubs 

Citizens Committee for Dry Bing- 
hamton 

General Organization, High School 

Mothers Clubs 

Citizens Committee for Dry Bing- 
hamton 

High School faculty 

Mothers Clubs 

Associate Alumni Association 

High School 

High School 

Slovak Organization 

Binghamton Travelers Association 



City Hospital 
Congress — Boys Club 
High' School graduation class 

High School graduation class 
Elementary schools 
Mrs Lewis Seymour 
Mrs Lewis Seymour 



The wide variety of public entertaininents, lectures, concerts, 
patriotic and other mass meetings is indicative of the large use of 
the high school auditorium as a coinmunity center. The constant 
use of this hall as a ineeting place for the public can not fail to 
keep before the people the importance of the high school as a part 
of the daily life of the community. 



Pupils' Aims Beyond High School 

It may not be entirely out of place to return for a moinent to the 
questiorinaire submitted to the student body which was discussed 
earlier in the chapter in connection with the course of study and the 
reaction of the pupils on the work of the school. We return to this 
matter here, however, to note in particular the answers submitted 
to the last question : " What are you planning to do after com- 
pleting your high school work? " The great variety of occupations 



142 TtlE UNIVERSITY OF THE STATE OF NEW YORK 

mentioned by the pupils in their plans for future work suggests the 
complex character of the problem of modern high school training. 

Of the 862 pupils who filled out the forms, only 116 made no 
answer to this question. Only five pupils stated that they had no 
plans for the future. ■ The number stating that they were undecided 
was 86. All others gave definite replies. Many of course will 
change their plans and will follow some other vocation than that 
which they have given. This is to be expected. The writer recalls 
that when a senior in high school he was asked on a student question- 
naire to state his "prospective profession" and the reply made was 
far afield from his present activities. The answers of these pupils, 
however, indicate clearly that they are giving careful, intelligent 
and serious thought to their life work. 

Of those making definite reply to this question, 184 state that they 
are planning to go to college, 116 of whom expect to take a liberal 
arts course. The number expecting to take an engineering course 
is 36, technical course 17, music ,8, forestry 4, architecture 2, 
normal i. 

The large demands and increasing rewards of the business world 
are reflected in the number, 181, who plan to take up office work or 
courses in business. In giving their plans for the future iii mention 
office work and 70 state that they expect to take courses in business. 

Teaching does not interest a large group although several in 
giving other answers may have teaching eventually in mind. Some- 
what related under this heading are the following replies : 

Normal school 30 English 4 

Teaching 20 Kindergarten training i 

Physical training teaching 16 

It may be of some interest to group the remaining answers to 
indi<:ate rnore clearly the diversified character of the interests of 
the high school pupils : 

Music 26 Design 5 

Nursing ...i 19 Naval training school .5 

Household arts 17 Pharmacy .... 5 

Law 14 Drafting 4 

Technical courses 13 Civil service 4 

Medicine 12 Army 4 

Business 11 Chemistry 3 

Mechanics 9 Journalism 3 

Agriculture 8 Millinery 3 

Military academy 8 Elocution 3 

Secretarial work 6 Librarian 3 



REPORT OF THE BINGHAMTON SCHOOL SYSTEM I43 



Drawing 3 Settlement work 

Social service 3 Public accountant 

Art study 3 Y. M. C. A. work 

Advanced studies 3 Chauffeur 

Electrician 2 Ph\s cal director 

Floriculture 2 Aviation 

Molding work 2 Clerking 

Finishing school i Interior decoration 

Printing i 

It would be unwise to attempt any general deductiotis from the 
exhibit as presented without giving due consideration to the con- 
ditions under which the replies were made. The wide differences 
in the pupils' interests, however, stand out strongh'^ and emphasize 
the great task of the modern high school. 

That the high school holds the interest of the pupils is apparent 
from the statements of the pupils themselves as well as from the 
reports made on the various departments as a result of class visita- 
tions. The plan of organization which considers the educational 
program in both elementaiy and secondary grades as a single unit 
or as a continuing process, and provides for general supervision of 
certain major subjects throughout the school system must be of 
great aid in helping the pupils to see definite objectives as the aim 
of their school work. The articulation and correlation of the dif- 
ferent types of work in the high school make for an unusual spirit 
which must bring close together the apparent diversity of interests 
of the pupils, whatever may be their aims or purposes in life. As 
stated in the recent report of the commission on the reorganization 
of secondan,' education, " It is only as the pupil sees his vocation in 
relation to his citizenship and his citizenship in the light of his voca- 
tion that he will be prepared for effective membership in an 
industrial democracy. Consequently, this commission enters its 
protest against any and all plans, however well intended, which are 
in danger of divorcing vocation and social-civic education. It 
stands squarely for the infusion of vocation with the spirit of service 
and for the vitalization of culture by genuine contact with the 
world's work." Such an institution is the Binghamton High School. 

Courses of Study ^ 
College Entrance 
The aim of this course is to prepare for admission to colleges of 
liberal arts. Liberal electives in third and fourth years are to meet 
conditions of special requirement set by the colleges. 



^As given in folder printed for distribution to parents and pupils. 



144 



THE UNIVERSITY OF THE STATE OF NEW YORK 



First year 

English 1 5 

Elementary algebra 5 

First year science 5 

Latin i 5 

Health education 2 

Music I 

Drawing'^ 2 

Second year 

English 2 5 

Plane geometry 5 

Latin 2 5 

Greek i or German i or French i. 5 

Health education 2 

Music I 

Ancient history^ 3 

Drawing^ 2 



Third year 

English 3 5 

Latin 3 5 

Physics 5 

Greek 2 or German 2 or French 2. 5 

Health Education 2 

Music I 

English history^ 3 

Drawing^ ' 2 

Fourth year 

English 4 5 

Latin 4 5 

American history 5 

Intermediate algebra 2 

Health education 2 

Music I 

Greek 3 or German 3 or French 3 ^ 5 

Chemistry^ 5 

Advanced mathematics-^ 2 



Normal Entrance 

This course aims to prepare for admission to any normal school 
in the State or to a normal college. 

Third year 

EngHsh 3 5 

Physics 5 

English history 3 

Advanced design, intermediate 

or mechanical drawing i 2 

Music theory 2 

Health education. 2 

Music I 

Latin 3 or German 3 or French i ^ 5 

Advanced mathematics^ 5 

Fourth year 

English 4 5 

American ■ history 5 

Music harmony 2 

2 

I 



First year 

English 1 5 

Elementary algebra 5 

First year science 5 

Latin i or German i or French i. 5 

Elementary design. 2 

Health education 2 

Music I 

Second year 

English 2 5 

Plane geometry 5 

Latin 2 or German 2 or French 2. 5 

Ancient history 3 

Elementary representation 2 

Health education 2 

Music '. I 

Physical geography^ 5 



Health education 

Music 

Advanced representation or ad- 
vanced design^ 2 

Latin 4 or German 4 or French 2 ^ 5 
Chemistry^ 5 



1 Elective. 



REPORT OF THE BINGHAMTON SCHOOL SYSTEM 



145 



English Course 
The aim of this course is to give a general high school training to 
those who have not been able to select the work they will do after 
.leaving school. This course may or may not admit to college. 



J-iiwt year ' 

Englsli 1 5 

Elementary alj^.bra 5 

First year science 5 

Health educat.on 2 

Music I 

Industrial or commercial sub- 
ject (10)^ 5 

Foreign language^ 5 

Drawing^ 2 

Second ]'car 

English 2 5 

Plane geometry ; 5 

Ancient history 3 

Health education 2 

Music I 

Industrial or commercial subject 

(10)1 5 

Fore'gn language^ 5 

Physical geography^ 5 

Drawing^ 2 



Third year 

English 3 5 

Physics 5 

English history 3 

Health education 2 

Music I 

Industrial or commercial subject 

(10)1 5 

Foreign language^ S 

Drawing! 2 

Fourth year 

English 4 5 

American history 5 

Reviewed mathematics or ad- 
vanced arithmetic or economics. 2 

Health education 2 

Music I 

Foreign language^ S 

Industrial or commercial subject 

(10)1 5 

Drawingi 2 



Technical Entrance 
The aim of this course is to prepare for admission to technical 
and engineering schools. 



First year 

English 1 5 

Elementary algebra 5 

First year science 5 

German i 5 

Mechanical drawing i 2 

Health education 2 

Music I 

Shop practice (4)1 2 

Second year 

English 2 5 

Plane geometry 5 

German 2 5 

Shop practice (4) 2 

Health education 2 

Music I 



Drawing! 2 

Ancient history^ 3 

Physical geography^ 5 

Third year 

English 3 5 

Physics 5 

German 3 5 

Mechanical drawing 2 2 

Intermediate algebra 2 

Health education 2 

Music I 

Solid geometryi 2 

French^ 5 

Ancient history^ 3 

English historyi 3 

Shop practice^ 2 



1 Elective. 



146 



THE UNIVERSITY OF THE STATE OF NEW YORK 



Fourth year 

English 4 5 

American history : 5 

Two of the following: 

Advanced algebra, 

Solid geometry or 

Trigonometry 5 



Mechanical drawing 3 2 

Shop practice (4) 2 

Health education 2 

Music I 

German 4 5 

French 2 5 

Chemistry 5 



Household Arts 

The aim of this course is to prepare for better home making and 
for entrance to the more advanced schools, such as Simmons College, 
Cornell, Columbia, Pratt Institute, Mechanics Institute, etc. With 
the assistance of the head of the department, the pupil should select 
such electives as will best meet her needs. Those who wish to enter 
the advanced schools should elect geometry the second year. Their 
electives should contain two years of a modern language and physics 
or chemistry. 



First year 

English I 5 

Algebra 5 

First year science 5 

Household arts (lo) 

(Cookery, home sanitation, and 

house planning) 5 

Health education 2 

Music I 

Second year 

English 2 5 

Ancient or English history 3: 

Elementary design 2 

Household arts (10) 
(Sewing, textiles, costume de- 
sign) 5 

Elective 2 to 5 

Geometry, modern language, com- 
mercial or industrial subject. 

Health education 2 

Music I 



Third year 
EngHsh 3 s 

Household arts (10) 
(Cookery, home management, 
interior decoration and nurs- 
ing) 5 

Elective 5 

Elective 2 to 5 

Modern language, chemistry or 
physics, commercial subject or 
adv. representation and music 

Health education 2 

Music , I 

Fourth year 

English 4 5 

American history . i- „ . , 5 

Household arts (10) 
(Advanced dressmaking, mil- 
linery and design) 5 

Elective 2 to 5 

Modern language, physics, chem- 
istry, commercial subject 

Health education 2 

Music r 



REPORT OF TITE BINGHAMTON SCHOOL SYSTEM 



147 



Industrial Arts 

The aim of this course is to give preparation for entering the 
trades of higher institutions, such as Mechanics Institute, Pratt 
Institute, or the School of Practical Arts. If the pupil expects to 
enter these schools the electives should include two years of a 
modern language. So far as possible the shop practice is to be 
selected to fit the individual. It is expected, that each pupil will have 
experience in at least two lines of work. Each pupil should con- 
sult the head of the department in planning the practical work of 
his course. 



First year 

English I 5 

Algebra 5 

First j'car science 5 

Shop practice (10) 

(woodshop or printing) 5 

Mechanical drawing 2 

Health education 2 

Music I 

Second year 

English 2 5 

Plane geotnetry 5 

Elective ..3 or 5 

Modern language, ancient or 

English history, or commercial 

subject 
Shop practice (10) 

(sheet metal or printing) 5 

Mechanical drawing 2 

Health education 2 

Music I 



Third year 

English 3 5 

Physics 5 

Elective 2 to 5 

Modern language, solid geometry, 

commercial subject 
Shop practice (10) 
(turning and pattern making or 

printing) 5 

Mechanical drawing 2 

Health educat'on 2 

Music I 

Fourth year 

English 4 5 

American history 5 

Elective 2 to 5 

Modern language, mathematics, 
commercial subject, chemistry 
Shop practice (10) 

(machine shop or printing) 5 

Mechanical drawing 2 

Health education 2 

Music I 



Commercial 

The aim of this course is to prepare for secretarial, office or 
banking positions and for entrance to higher institutions where 
advanced work in business and finance is given. Instead of stenog- 
raphy and typewriting, a pupil may elect printing, drawing or a 
foreign language. 



148 THE UNIVERSITY OF THE STATE OF NEW YORK 

First year Third year 

English I 5 English 3 5 

Elementary algebra 5 Commercial geography 2}^ 

1st year science 5 Stenography 5 

Business writing and forms .... 2 Advanced bookkeeping and office 

Commercial arithmetic 2^2 practice 5 

Health education 2 Typewriting (5) 3 

Music I Health education 2 

Latin or German or French^. ... 5 Music I 

Second year ^°''^^^" language i or 2^ 5 

English 2 5 ^^^'''' 5 

Plane geometry 5 Fourth year 

Ancient history or English his- English 4 or commercial English 5 

tory 3 American history 5 

Typewriting (5) 3 Stenography 5 

Elementary bookkeeping (5) ... 3 Commercial law .; 2l4 

Health education 2 Economics 2 

Music I Health education 2 

Language i or 2^ 5 Mus'c I 

Physical geography^ 5 Foreign language 2 or 3^ 5 

Summary 

The courses of study offered in the Binghamton High School are 
varied and aim to meet the needs of a cosmopolitan community. 
They include courses as follows : general or English, technical or 
engineering, normal entrance, college entrance, household arts, 
industrial arts, commercial. English, health education, and music 
are required of all pupils. 

The school is an excellent illustration of the comprehensive or 
cosmopolitan type of high school. Vocational, industrial and manual 
work as well as the commercial and technical courses are as much 
a part of the high school curriculum as the history, modern lan- 
guages or science. 

The work of supervision is well organized. There are four deans 
of classes who are responsible for the general oversight of pupils. 
They advise pupils as to their courses of study and as to general 
problems related to their school activities. The heads of depart- 
ments are responsible for the work in their respective fields in the 
high school, and in some instances are directors in charge of their 
work throughout the school system. In this manner the high school 
work is closely articulated with that of the elementary grades. 

The instruction in the several departments of the high school is 
strong. The teachers are well qualified for their work by training 

^Elective 



REPORT OF THE BINGHAMTON SCHOOL SYSTEM I49 

and experience and as a group have thorough professional spirit. 
Eighty per cent of the teachers are college trained, many with 
additional graduate work. The program for supervised study in 
the high school is definite and uniform, one-half of each hour period 
being given to this work. 

The individual reactions of the pupils upon their school course as 
given on a questionnaire prepared for this purpose, are indicative 
of a very wholesome spirit throughout the school. Some suggestions 
made by the pupils are worthy of serious thought. In general the 
student body is well satisfied with the opportunities offered by the 
high school. 

The commercial department has grown rapidly since the opening 
of the new high school building. At present there are registered in 
one or more courses 27.3 per cent of the total school enrolment. 

In the industrial and household arts department courses are 
offered in various forms of woodwork, sheet metal, printing, free- 
hand and mechanical drawing, and household arts including cookery, 
sewing and household management. The shops are well equipped 
for the courses otTered. 

The excellent character of the work in music in the high school 
has been noted in the discussion of the subject in the previous 
chapter. The glee clubs, special choruses, general assembly 
chorus, and the high school orchestra are doing work of a high 
order. It is a strong feature of the school activities and ranks with 
the best work of this kind in the high schools of the State. 

The equipment throughout the school is complete but not extrava- 
gant. The gymnasium is not ideal in its appointments but is rea- 
sonably satisfactory until better accommodations are provided. The 
swimming tank and lockers are well arranged. The science labora- 
tories, the school library, and an auditorium are not only thoroughly 
modern but are articulated closely with the daily activities of the 
school. 

The city is fortunate in having such a completely equipped audi- 
torium for high school purposes and for general public gatherings, 
and is to be congratulated on the liberal policy which makes pos- 
sible its wide use for general educational activities. 



150 THE UNIVERSITY OF THE STATE OF NEW YORK 



9 

ACHIEVEMENT IN FUNDAMENTAL SUBJECTS AS 
MEASURED BY STANDARD TESTS 

For the purpose of measuring the efficiency of the instruction in 
terms of definite quantitative standards and in order to make the 
results achieved comparable with results obtained in the schools of 
other cities, standardized tests were given in the subjects of arith- 
metic, composition, silent reading, spelling and writing, to pupia m. 
the grades in the fourteen grammar schools of the city. 

The tests or scales used were as follows : 

Courtis Standard Tests in the four funda- 
mental operations of arithmetic Grades 4 to 8, A and B classes 

Hillegas Composition Scale (Nassau County 

supplement) Grades 4 to 8, A classes 

Kansas Silent Reading Test (Kelly) . .. Grades 3 to 8, B classes 

Measuring Scale for Ability in Spelling 

(Ayres) Grades 3 to 8, A and B classes 

Ayres Handwriting Scale (Gettysburg 

edition) Grades 4 to 8, A and B classes 

These tests differ from the usual examinations in two important 
respects : 

1 They are like measuring rods. No pupil is expected to com- 
plete the work; each pupil can show his ability by completing as 
much as possible within a given time limit. 

2 They are intended to measure the attairmient of grades or 
schools as wholes rather than of individual pupils. 

The results of the tests are ordinarily stated in terms o£ median 
scores. Median score of a grade is that one above which and below 
which there is an equal number of scores. It is not an ideal achieve- 
ment but represents rather a halfway point between poor and good 
work. For a school, therefore, to lay claim to highly satisfactory 
achievement, its median score must lie well above what is termed 
the standard median. 

The results of these tests, studied in connection with the time 
allotments, methods of teaching and local conditions, are valuable 
factors in determining the general efficiency of the instruction. 
They make possible : 

I Comparison of work done throughout the system with that 
done in other school systems. 



REPORT OF THE BINGIIAMTON SCHOOL SYSTEM 15I 

2 Comparison of work done in different grades and different sec- 
tions of grades in the same scliool system. 

3 Concentration of teaching effort upon the wealaiesses in the 
instruction thus pointed out. 

4 The saving of time and energy by discontinuing efforts in 
hnes of work in which reasonably satisfactory results have already 
been secured. 

Arithmetic 

It is assumed that the Courtis tests in the four fundamental 
operations of aritlimetic are so well known that a detailed descrip- 
tion and explanation of them is unnecessary in this report. It is 
sufficient to state that each pupil taking the tests was given a paper 
on which were printed more examples in each of the four funda- 
mental operations than any child was expected to work in the time 
allowed, which was eight minutes each for addition and division, 
four minutes for subtraction, and six minutes for multiplication. 
The teachers were carefully instructed as to how to conduct the 
test and to score the results, and the necessary explanations were 
made to the pupils. 

The achievement of the pupils in these tests in the four funda- 
mental operations is set forth in the charts 15 and 16. " 



152 



THE UNIVERSITY OF THE STATE OF NEW YORK 



ADDITION 

Median of Attempts Percentzge '^f Accuracy 
Attempts Per Cent 

12 \ V V V( VII V(l l 85 I V y VI VII VIII 

II 



10 
Q 
8 
7 
6 
5 









/' 


80 
75 
70 
65 
60 
55 
50 














.''' 














/ 


/ 








--''' 






// 


y 




/ 






/ 


.' / 


/ 










/ 


/ 


/ 










/ 


/ 














/ 







.Courh'5 Stan^ar<i 
Binphamtoa 



SUBTRACT/ON 
Median of Attempts Percentage of Accuracy 

Attempts Rsr Cent 

14 ^•■ 

13 

12 
U 
10 

9 

S 

7 

6 
.5 



IV V VI V 


1 VII P5 IV V VI Y 


II V 


'III 










90 
55 
80 

75 
70 

65 

60 

55 
50 


















-'' y 








.,-- ' 








/ 


/ 


,,.- 


--"' 




/ 






/ 


/ 


/ 






y 


/ 






/ 


/ 








/ 






/ 


/ 








/ 


/ 






1 / 


r 






/ 


/ 
















/ 





























Chart 15 
Showing the achievement of each grade in addition and subtraction 



KKl'ORT Ol" TIIIC IMXCIIAMTOX SCHOOL SVSTKM 



153 



MULTIPLICAT/ON 
Median of Attempts Percentage ^fAccurZicy 
Attempts Per Cent 

12 IV V VI VII VIII 90 IV V VI Vh viii 



II 
10 
$ 
6 
7 
6 
5 

















/'' / 








/ 




/ 


/ 




,' 


/ 


/ 




•'■■'/ 


/ 






/ 









85 
SO 
75 
70 
65 
60 
55 

.Courtis Starvlard. 
.Bingham ton 





















,x' 


'-''' 




/' 






/ 


■'' 






/ 




/ 






y 


/ 







Division 

Me^fian of Attempts Percentage of Accuracy 

Attempts Per Cent 

l^ IV V VI VII VIII 95 IV V VI v/i viii 



II 
10 
9 
6 
7 
6 
5 

3 











90 
85 
80 
75 
70 
65 
60 
55 
50 
















.•■•"/ 






--'' 


/ 






/ 


/ 






/ 


/ 






1 

/ / 


/ 




1 


/ 








/ 




1 
1 










// 


/ 




I 


1 








/ 






\ 1 








/ 


r 






' 
















' 









Chart 16 
Showing the achievement of each grade in multiplication and division 



154 THE UNIVERSITY OF THE STATE OF NEW YORK 

It is observed that there are two graphs for each of the funda- 
mental operations. The two graphs for addition show, on the left, 
the median number of examples attempted by the pupils of each 
grade of the Binghamton schools as compared with the Courtis 
standard, which is based on thousands of results from cities through- 
out the country, while on the right is shown the percentage of 
accuracy attained by the pupils of each grade of the Bmghamton 
schools as compared with the Courtis standard. The number of 
examples attempted and the percentage of accuracy is given in the 
two graphs respectively in the vertical scale, while liie different 
grades are shown in the horizontal scale. 

The results set forth in these graphs show that the pupils in the 
grades of the Binghamton schools are slow and inaccurate in the 
fundamental operations in arithmetic. Very few of the individual 
classes and only the fourth grade as a single group attained the 
Courtis standard median of attempts in any of the four operations, 
and the fourth grades attained standard medians only in addition 
and division. , j 

It would appear that the attainment in the primary grades may 
possibly be reasonably satisfactory. The graphs, however, indicate 
that the progress in the Binghamton schools from the fourth grade 
to the fifth grade and from the fifth grade to the sixth grade in 
the arithmetic work is approximately half what it should be. The 
standard medians of attempts in addition, subtraction and multipli- 
cation show a gain of two points in the fifth grade over the fourth. 
In the Binghamton scores the gain in these grades is one point in 
addition, one point in multiplication, and one and two-tenths points 
in subtraction. The same is true of the gain from the fifth to the 
sixth grades. The standard medians for these grades show a gain 
of two points in addition and subtraction, while the Binghamton 
scores show a gain of only one and four-tenths points in addition 
and of only one and one-tenth points in subtraction. 

Nine of the fourteen fourth grade classes, and two of the thirteen 
fifth grade classes were the only ones that attained the respective 
standard medians of attempts in addition. Six fourth grade classes, 
one fifth grade class, and three of the nine eighth grade classes 
achieved standard medians in subtraction. In multiplication, only 
four of the fourth grade classes, the, sixth grade classes in one 
school and the seventh grade classes in one school attained the 
standard medians. One-half of the fourth grade classes, one of 



KEPORT OF THE BINGIIAMTOX SCHOOL SYSTEM 155 

the fifth, two of the sixth, one of the seventh and one of the eighth 
grade classes attained the standard medians in division. 

To summarize, 16.2 per cent of all the grade classes attained 
standard medians in addition ; 10.3 per cent attained tlie standard 
medians in subtraction ; 8.8 per cent attained standard medians in 
multiplication, and 17.6 per cent attained the standard medians of 
attempts in division. 



156 



THE UNIVERSITY OF THE STATE OF NEW YORK 






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REPORT OF THE BINGIIAMTON SCHOOL SYSTEM 1 57 

In the matter of accuracy, the charts also show unsatisfactory 
results. None of the grades attained their respective grade stand- 
ards of accuracy in addition. Five of the fourth grades achieved 
only 59 to 70 per cent of grade standard. All the fifth- grades and 
all but two of the sixth grades failed to attain the fourth grade 
standard. The two sixth grades excepted failed to attain the 
standard for the fifth grade. Only one of the seventh grade 
classes attained the sixth grade standard; one other attained the 
fourth grade standard ; and the remaining ones fell below the 
standard for the fourth grade. 

The achievements of the eighth grade classes in accuracy in 
addition were as follows : one class attained the standard for the 
seventh grade ; one, the standard for the sixth grade ; one for the 
fifth grade, and two attained only the standard for the fourth grade. 
The other four classes failed to attain even a fourth grade standard. 

In accuracy in subtraction, the eighth grades in the Pine Street 
school were the only grade classes in the city that attained grade 
standard. Ten of the fourteen fourth grades attained 54 to 74 
per cent of standard. All of the fifth grades, all the sixth grades 
and all but two of the seventh grades failed to secure fourth grade 
standard. Of these two seventh grade classes, one attained the 
standard for the fourth and the other the standard for the sixth 
grade. One of the eighth grades attained the seventh grade standard 
three of them attained the standard for the fifth grade and two of 
them attained only the fourth grade standard. Two remaining classes 
fell below the standard for the fourth grade. 

The seventh grades in Pine Street school were the only classes 
that attained standard grade median for accuracy in multiplication. 
Only two of the fifth grades attained a median as high as standard 
for the fourth grade. Only one of the sixth grades scored as high 
as the fifth grade standard. Three of them attained fourth grade 
standard and the others fell below. Although one of the seventh 
grades attained the standard grade median of accuracy in multi- 
plication, all but two of them failed to achieve the standard for 
the fourth grade. These two classes failed to attain fifth grade 
standard. Four of the eighth grades attained the fourth grade 
standard; three attained the standard for the fifth grade; one 
attained the sixth and one attained the seventh grade standard of 
accuracy in multiplication. 

A larger number of classes achieved the respective grade medians 
in accuracy in division, but as a whole the results, like those in the 



158 THE UNIVERSITY OF THE STATE OF NEW YORK 

Other operations, suggest much to be desired. The sixth grades 
were the only grades where every class in the grade failed to achieve 
the standard medituiis of accuracy in division. Six of the fourteen 
fourth, grades, one of the fifth, one of the seventh and three of the 
eighth grades attained the respective grade standard. None of the 
fifth grades failed to attain the standard for the fourth grade Kit 
eight of the sixth grades failed to score the standard for the fifth 
grade. The seventh grade in the Pine Street school attained the 
standard for the eighth grade but two of the seventh grades attained 
only fourth grade standard. Five others attained the standard for 
the fifth and one attained the standard for the sixth grade. Of 
the six eighth grades that failed to attain the standard median of 
accuracy in division, one attained the standard for the seventh 
grade, two attained the sixth and three attained the fifth grade 
standard. 

It should be noted in connection with the results in regard to 
accuracy in the fourth and fifth grades that a considerable per 
cent of the total number of pupils in these grades failed to give a 
single correct answer,, as follows : 

Fourth grade: 14.4 per cent in addition; 12.2. per cent in sub- 
traction; 13.4 in multiplication,, and 28.9 in division. 

Fifth grade: 8.4 per cent in addition; 6.5 per cent in subtraction; 
7.8 per cent in mtiltiplication, and 15 per cent in division. 



RErORT OF THE BINGIIAMTON SCHOOL SYSTEM 



159 






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l6o THE UNIVERSITY OF THE STATE OF NEW YORK 

While the medians of attempts and the percentage of accuracy 
suggest much with regard to the general character and success of 
the work in the fundamental operations of arithmetic, the accom- 
panying graphs may be of special interest and a more suggestive 
measure of aqhievement, as these graphs comprise both of the 
factors, speed and accuracy, that determine what the pupils are 
doing in these lines of work. 



REPORT OF THE BINGHAMTON SCHOOL SYSTEM 



l6l 



ADDITIOh 



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. Courtis Standard 



le 13 



CHART 17 



l62 THE UNIVERSITY OF THE STATE OF NEW YORK 



MULTIPLICATIon 



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CHART l8 



REPORT OF TPIE BINGHAMTON SCHOOL SYSTEM 163 

It is observed (hat in these graphs the median number of attempts, 
or the speed, is shown on the horizontal scale, while the percentage 
of accuracy is represented on the vertical scale. The achievement 
of each grade is indicated by the number in the small circles. 

A study of these composite graphs shows that while there is 
progress throughout the grades in the four fundamental operations 
in arithmetic, there is not the rapid i)rogress in both speed and 
accuracy which is expected in the fourth to the sixth grades, and 
for this reason it becomes necessary to stress the work in the higher 
grades. 

The median of efficiency, a term used to denote the product of 
the median attempts multiplied by the percentage of accuracy, gives 
a basis of comparing the actual achievement of the different grades. 
Table 20 is given for the purpose of showing the median of effi- 
ciency achieved in each of the fundamental operations in each 
school and in each grade. 



164 



THE UNIVERSITY OF THE STATE OF NEW YORK 



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Story hour at the Carroll Street playground 



REPORT OF THE BINGHAMTON SCHOOL SYSTEM 165 

There is shown in charts 19 and 20 the distribution of attempts 
in each of the four fundamental operations in arithmetic, so ar- 
ranged as to show the overlapping of the different grades in each 
test. The figures on the vertical lines represent the number of 
pupils and the figures on the horizontal show the number of examples 
attempted by each group. The grade medians are indicated at the 
top. While the graphs show the need of giving careful attention to 
the classification of pupils, it may al^o be observed that there is 
not the wide scattering of effort in the seventh and eighth grades 
so often observed in this part of the school system. 



l66 THE UNIVERSITY OF THE STATE OF NEW YORK 



AOOITION 



SUBTRACTION 



I a 3 4 5 li 





I 2 3 4. S 



! 13 M 15 16 17 IS 19 20 21 2 ?3 M 12 3 4 5 6 



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12 3 4 5 6 



B 14 15 16 ins 19 20 21 22 23 D 1 2 3 4 5 6 




12 3 4 5 6 



1 




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I ; 14 IS 16 17 16 19 20 21 22 23 24 






1 ; 14 15 16 17 18 19 20 21 22 23 24 






r 14 15 16 17 18 19 






2 I 14 15 16 1/ 18 19 



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12 13 14 15 K 17 



CHART 19 

Showing graphically the distribution of attempts in Courtis tests in 
addition and subtraction 



REPORT OF THE BINGHAMTON SCHOOL SYSTEM 167 



MULTIPLICATION 

6R*DE MtDIAMS 



12 3 4 5 




12 3 4 5 



1 I 3 * > 



12 3*5 





i z 3 * i 






12 13 M IS l( n 18 19 20 






12 13 14 IS 16 ir It 






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DIVISION 

CRADE MEDIAMS 









7 > 9 10 11 12 13 14 15 16 17 la 



2 J 4 5 4 T 



12 I) 14 19 16 17 18 l> 20 



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I 9 10 II 12 13 14 19 16 



CHART 20 

Showing graphically the distribution of attempts in Courtis tests in 
multiplication and division 



l68 THE UNIVERSITY OF THE STATE OF NEW YORK 

The variations of attainment of the grades in the different schools, 
as indicated by the Courtis tests, are not unusual and compare 
favorably with those reported from other school systems. While 
there is definite progress, there is need of greater stress on both 
speed and accuracy in the fourth, fifth and sixth grades. 

Many of the classes are at least one grade below the standard, 
some are two grades below, and a few are even three grades below 
standard in one or more of the fundamental operations in arithmetic. 

The variations of ability of pupils in the same class in certain 
schools need special consideration. When the abilities of pupils 
in the same grade class range from third grade to eighth grade 
standard and when such large numbers of pupils in fourth and fifth 
grades are unable to give a single correct answer, it suggests a 
lack of proper grading and reveals a serious problem of instruction 
and supervision. Backward pupils should be given special drills in 
lines of work in which they are found to be weak. 

It is clear from the facts presented on page 89 that more than 
the usual proportion of time is given to the subject of arithmetic. 
Less time should be sufficient to secure satisfactory results. The 
time allotments should be reduced and the time thus saved devoted 
to other subjects. Moreover, the time allotments lack balance and 
adaptation to the grades. A reasonable uniformity and adaptation is 
desirable. There seems to be no well-defined policy or practice with 
regard to oral arithmetic, but this may be more apparent than real. 
Oral arithmetic may be given the necessary time during the regular 
arithmetic assignment. 

It is worthy of note in connection with these conditions that it is 
quite possible through concentration of effort upon instruction and 
drill in the four fundamental operations to make marked improve- 
ment in a single year. This fact was well demonstrated in the 
improvement made in the schools of Boston and Detroit as shown 
by results achieved in the Courtis tests in the years 1914 and 1915. 

Composition 

The test in composition consisted in the writing of compositions 
on a given subject and the correction of these compositions in a 
uniform manner by the use of the Nassau County Supplement of 
the Hillegas Composition Scale. 

Pupils in the A sections of grades 4, 5, 6, 7 and 8 were asked to 
write 20-minute themes on the subject, " How I Would Spend Ten 



REPORT OF TIIK BINC.IIAMTON SCHOOL SYSTEM 169 

Dollars so as to Give Five People the Most Enjoyment." Pupils 
were allowed to use either pen or pencil. No suggestions were 
given as to content of themes or arrangement of material. Pupils 
were asked merely to write " as interesting a story as you can " on 
the subject stated. No limit except that of time was placed upon 
the length of themes. However, the great majority of them were 
about a page in length. 

The themes were rated in the following manner. About one-third 
of the themes selected at random from those submitted from each 
grade were read by a committee of some seventy-five teachers. 
Themes were selected in this manner for rating in order to eliminate 
unnecessary labor and because the application of the law of averages 
gave assurance that the findings for the system as a whole would 
be the same as though they were based upon the rating of all themes 
written. 

Themes were not marked with the name of the pupil, the school, 
or the grade. These marks appeared only on the envelopes contain- 
ing the themes. When taken from the envelopes the themes were 
given a code mark. Thus the markers had no way of knowing from 
what school or room the themes came. 

In the reading of the themes the Nassau County Supplement of 
the Hillegas Composition Scale was used. This scale consists of 
eight themes so selected as to represent gradations in excellence or 
quality of composition. When this scale is used, the themes to be 
rated are moved along from one type theme to another until the 
theme on the scale is found which most closely resembles in quality 
the theme which is being rated. The grade or mark is assigned 
accordingly. In the actual grading of the themes, the markers were 
seated in four rows side by side. Each theme was first graded by a 
teacher in the first row who then folded the paper in such a way as 
to conceal her rrtark. In this way each theme was rated three times 
without any of the markers knowing the rating assigned by her 
associates. The teacher in the fourth row averaged the grades 
assigned by the three markers, and wrote this at the top as the 
final rating of the theme. 

The total number of papers thus rated represented the attain- 
ments of slightly more than 20 per cent of all the pupils in the 
grammar schools of the city. 

The median results attained by schools and by grades are shown 
in table 21. 



170 



THE UNIVERSITY OF THE STATE OF NEW YORK 



Table 21 
Medians attained in composition 



Grades 



Medians 



Medians 



Medians 



Medians 



Medians 



Jefferson . . 

Pine 

Fair view. . 
Laurel. . . . 
Rossville . , 

Oak 

Lincoln . . . 
Jarvis . . . . 
Po Vinson. 
St John... 
Carroll . . . 
Bevier. . . . 
Alfred.. .. 



Grade medians . . . 
Standard medians. 



2. 70 
3-50 



3.28 
4.00 



4.41 
4- SO 



4.83 
S. 



6 


86 


S 


SI 


S 


51 


6 


61 


6 


69 


S 


37 


4 


41 


4 


09 





5-62 
5. SO 



These results show the following facts with regard to the achieve- 
ments in composition work: 

With few exceptions, the sixth, seventh and eighth grade classes 
practically attained or exceeded their standard grade medians. The 
sixth grade in Jarvis Street school attained a median beyond the 
standard for eighth grade and all but three of the eighth grade 
classes exceeded the grade standard. The three exceptions scored 
80, 85 and 98 per cent standard, respectively. 

The results in the fourth and fifth grades were not so satisfactory. 
The fourth grade in the Oak Street school was the only one of the 
fourth grade classes that attained grade standard, but those in 
Jefferson, St John, Alfred and Fairview schools closely approached 
the standard median. The fourth grades in Rossville, Jarvis and 
Robinson Street schools attained only 33, 40 and 65 per cent, respec- 
tively, of grade standards. 

None of the fifth grades attained its standard median, although 
those in Jefferson, Pine and Carroll Street schools fell but little 
below. The other fifth grades, with the exception of those in Oak 
Street and Jarvis Street schools, failed to attain the standard for 
fourth grade. 

The sixth grades in Alfred, Rossville and Fairview schools and 
the seventh grades in Carroll, Laurel and St 'John Street schools 
were marked exceptions in the upper grades, in that they failed to 
attain a standard as high as that for fourth grade. 



REPORT OF THE HINGHAMTON SCHOOL SYSTEM 



171 



The following table offers a c()nii)aris()n of the median scores 
attained in Binghamton with those attained in eleven other school 
systems : 

Table 22 

Comparison of Binghamton median scores in English composition with 

median scores attained in other school systems 



SCHOOL SYSTEM 



Binghamton 

Utica 

Nassau county 

Lead, S. D.' 

Newark, N. J. (one school only) 

Ethical Culture School, New York City . 

Chatham, N.J 

Salt Lake City, Utah 

Butte, Mont 

South River, N. J 

Mobile county, Ala 

Mobile, Ala 



Tentative standard medians. 



MEDIAN SCORE AJIMS2D IS GRAOj 



2. 70 
2.41 
2.76 

3-57 
2.39 



2. 95 
358 
2.34 
2.31 
3.20 
3.31 



35 



3.28 
3 13 
3 42 

4. II 
2.51 
4.01 



2.8 



41 


4 


73 


4 


82 


4 


64 


S 


S6 


4 


72 


S 


10 


4 


61 


5 


41 


3 


7« 


4 


34 


4 


60 


4 



S 


62 


.S 


21 


4 


S6 


S 


77 


5 


27 


5 


7; 


.S 


2) 


6 


37 


4 


' I 


S 


6: 







' See notes in Nassau Survey. 

It will be observed that the results attained in Binghamton do not, 
on the whole, compare unfavorably with those attained in other 
systems. While Binghamton ranks seventh in the list in both the 
fourth and fifth grades, it ranks fourth in both the sixth and seventh 
grades and third in the eighth grade. 

The general excellence of the results in the upper grades as com- 
pared with those in the lower grades reflects the very satisfactory 
supervision that is known to be given them. It also gives evidence 
of good instruction in these grades. 

The apparent inefficiency in some of the fourth and fifth grade 
classes is undoubtedly due in some measure to the fact that a con- 
siderable per cent of the pupils composing them are of foreign birth. 
Another factor that should be noted is that the excellent and rather 
unusual scheme of supervision recently inaugurated has not yet 
reached its full effects in the lower grades. 

However, the general conditions that seem to prevail in the fourth 
and fifth grades and the exceptional deficiency found in certain sixth 
and seventh grades are worthy the special attention of the super- 
visors, principals and the individual teachers in their efforts to 
determine the cause and in seeking to bring the work of the lower 
grades up to a standard comparable with that established in the 
upper grades. 



172 



THE UNIVERSITY OF THE STATE OF NEW YORK 



Spelling 

In the tests in spelling the Ayres Measuring Scale for ability in 
spelling was used. This scale is made up of 1000 words selected 
with the purpose of identifying the 1000 words most commonly 
used in everyday writing. The preparation of this list of words was 
based upon a study of material aggregating 368,000 words and 
embracing 1,400,000 spellings by 70,000 children in eighty-four 
cities throughout the country. The words are arranged in twenty- 
six separate lists, each list being made up of words that are of 
approximately equal spelling difficulty. 

For the Binghamton tests, twenty words were selected for each 
grade examined. These were taken from the respective lists requir- 
ing 79 per cent as the standard attainment for the fourth, fifth, sixth 
and seventh grades, and 84 per cent for the eighth grade. The tests 
were given in both the A and B classes in the five upper grades. 
Each list of words was pronounced to the children by their regular 
teachers in the same manner as in the usual classroom procedure. 
In the upper grades the children exchanged papers and corrected 
them as the teacher spelled the words. In the lower grades the 
papers were all corrected by the teachers or by upper grade pupils. 

The following table compares the results obtained in Binghamton 
with those secured in certain other cities. It should be remembered 
that the average standard attainment in grades 4, 5, 6 and 7 is 79 
per cent and that in grade 8 it is 84 per cent. 

Table 23 
Spelling test — Binghamton compared with other cities 



SCHOOL SYSTEM 



PER CENT ATTAINED IN EACH GRADE 



Binghamton * 

Springfield, III.2 

Butte, Mont.3 

Oakland, Cal.s 

Salt Lake City, Utah 3 
Utica2 



82.0 
70.0 
78.7 
75-9 
78.8 
70.2 



72.0 
84-5 
84.7 
87.6 
70. 5 



81.8 
73-0 
76.0 
79-7 
87.1 
80.1 



91.4 
75.0 
89.4 
76.3 
82.2 
88.9 



1 The Ayres standard per cent for the words used in the Binghamton test is 79 per cent in grades 
4, S, 6 and 7 and 84 per cent in grade 8. 

2 The Ayres standard for the words used in the Utica test is 69 per cent in grades 4, 5 and 6, 
72 per cent in grade 7, and 78 per cent in grade 8. 

8 The Ayres standard for words used in the tests in this system is 70 per cent. 
Allowance must be made for these differences in standard when making comparisons. 



REPORT OF THE BINGHAMTON SCHOOL SYSTEM 



173 



The following table shows the per cent attained by each grade in 
each of the schools: 

Table 24 
Results in spelling by grades and schools 





PER 


CENT ATTAINED IN 


EACH GRADE 




4 


5 


6 


7 


8 




83.8 
79-6 
80.1 

77.7 
74-8 
85.0 
80. 5 
84.9 
74-3 
87.8 
84.5 
83.0 
82.7 
87.6 


82,2 
78.7 
77-2 
81. 5 
78.x 

75-9 
81.2 
78.6 
85. 5 
81.4 
80.3 
80.7 
79.8 


81.9 

77.8 
74-7 
76.3 
67.9 

80.9 
86.8 
86.9 
81. 1 
83.2 
80.0 
81. S 
77.6 


81.3 
86.1 
69.6 

"86.' 2 
8s. 2 

"8s;7 
78. 5 
79S 


92.6 
93-0 

87.7 


Pine 


Fairview 


Laurel 






Clinton 




Oak 


92.1 
92.2 




larvis 


Robinson 




St John 


88 5 


Carroll 


94-8 


Bevier 


Alfred 








Per cent for grade ' 


82.0 
790 


80.1 
79.0 


80.6 
79 


81.9 
79.0 


91.4 
84.0 


Ayres standard per cent 



' The attainments show that as a whole the pupils in the Binghamton schools are well up 1 1 
th ! stancard set by the Ayres Scale. While a total of is of the s6 classes failed to attain loo 
Pe • cent of the standard score, only 3 of them fell below 95 per cent of the score. 

Table 25 
Number of pupils spelling from 2 to 20 words correctly 



NO. OF 


234 


.S 


6 


7 


8 


9 


10 


II 


12 


13 


14 


15 


16 


17 


18 


19 


20 


Med. 


WORDS 






































Grade 4 


I I 5 


s 


6 


7 


6 


10 


19 


22 


20 


42 


50 


63 


89 


no 


121 


163 


122 


17 


Grade 5 


..IS 




7 


7 


4 


12 


17 


25 


31 


44 


4.S 


4.5 


89 


88 


107 


95 


90 


17 


Grade 6 




I 


2 


4 


13 


13 


23 


13 


2S 


29 


34 


SI 


60 


78 


94 


102 


69 


17 


Grade 7 




2 


2 




4 


8 


9 


12 


IS 


19 


26 


39 


39 


55 


77 


68 


SI 


17 


Grade 8 








I 




I 




3 


2 


3 


3 


ID 


23 


27 


49 


84 


92 















A study of the results as shown in table 25 reveals the following 
facts : 

1 70 per cent of the fourth grade pupils, 65.9 per cent of the 
fifth, 66 per cent of the sixth, 68 per cent of the seventh, and 92.3 
per cent of the eighth grade pupils attained 80 per cent or above in 
the test. 

2 14.3 per cent of the fourth grade pupils, 12.6 per cent of the 
fifth, 1 1.3 per cent of the sixth, 12 per cent of the seventh, and 
30.9 per cent of the eighth grade pupils attained 100 per cent. 

3 7 per cent of the fourth grade pupils, 34.1 per cent of the fifth, 
34.4 per cent of the'sixth, 31.9 per cent of the seventh, and 1% of i 
per cent of the eighth grade pupils attained only 50 per cent or less. 



174 THE UNIVERSITY OF THE STATE OF NEW YORK 

These facts suggest that spelhng is not so well taught in the fifth, 
sixth and seventh grades as it is in the lower grades and in the 
eighth grade. 

The comparatively large per cent of pupils in the fifth, sixth 
and seventh grades that attained only 50 per cent or less in the tests 
reveals a condition that should receive special attention and study 
on the part of the teachers and supervisors in charge. Even though 
the grade attainments as a whole compare favorably with those of 
other school systems, as shown in table 23, the fact that one-third 
of the fifth, sixth and seventh grade pupils are able to secure a 
standing of only 50 per cent or less emphasizes the necessity of the 
studying of individual pupils and of devising appropriate remedial 
measures. 

Silent Reading 

In order to test the reading ability of pupils in the elementary 
schools of Binghamton the Kansas Silent Reading tests were used 
in the B classes of the fourth, fifth, sixtli, seventh and eighth grades. 
The purpose of these tests is to determine the pupil's ability to 
secure thought from the printed page. For the purpose of adapta- 
tion to the child's increasing ability in reading, two sets of tests are 
used, one for grades 3, 4 and 5 and one for grades 6, 7 and 8. Each 
test consists of a series of questions or statements which the pupil 
answers or comments upon according to his interpretation of the 
question asked or of the directions given. The questions are 
assigned d.ifferent values according to their varying degrees of 
difficulty. 

The following questions taken from the tests will serve to indicate 
their general type and character: 

Tests for grades 3, 4 and 5 

No. I 
I have red, green and yellow papers in my hand. If I place 
Value the red and green papers on the chair, which color do I still have 

1.2 in my hand ? 

No. 7 
A child wrote these letters on the blackboard, b y a k. He then 
Value rubbed out one letter and put c in its place. He then had h y c k 

1.3 on the blackboard. What was the letter which he erased? 

No. 10 

Value A recipe calls for milk, sugar, cornstarch "and eggs. I have milk, 

2.1 sugar and eggs. What must I get before I can use the recipe? 



REPORT OF TIIK lilNCIIAMTON SCHOOL SYSTEM 



1/5 



Tests for grades 6, 7 and 8 

'No. I The air near the ceiling of a room is warm, while that on ihc floor 

Value is cold. Two boys arc in the room, James on the floor and Harry on 

i.o a box eight feet high. Which boy has the warmer place? 

No. (J In going to school, James has to pass John's house, but does 
Value not pass Frank's. If Harry goes to school with James, whose 
2.3 house will Harry pass, John's or Frank's? 

A list of words is given below. One of them is needed to 
No. 14 complete the thought in the following sentence: The roads became 

Value muddy when the snow Do not put the missing 

4.9 word in the blank space left in the sentence, but put a cross below the 
word in the list which is next above the word needed in the sentence, 
water 
is 

melted 
snow. 

Although the ability to secure thought from the printed page is 
recognized to be of great value outside of school life, it is not always 
realized that the pupil who can not readily grasp the thought of 
what he is reading is very much handicapped in his school work 
since much of this work is based upon the study of textbooks. Defi- 
nite information regarding the pupil's ability in thought-getting from 
reading is therefore of great importance. 

The median scores attained in the Binghamton schools are given 
in the following table: 

Table 26 
Median scores in silent reading 



Jefferson . 

Pine 

Fairview . 
Laurel . . . . 
Clinton . . . 
Rossville . 

Oak 

Lincoln . . . 
Jarvis . . . . 
Robinson . 
St John... 
Carroll . . . 
Bevier . . . . 
Alfred 



Grade medians .... 
Standard medians ' . 



MEDIAN SCORES BY GRADES 



II. 6 

8.8 
10.4 
IS. 8 

8.5 
II. 3 
II. I 
10.3 

S-S 
13.6 
13-7 

91 
lS-0 
14.9 



II. o 
9-5 



16.0 
12. 7 
13.0 
14.2 

13 3 
13.3 
15.8 
II. 5 
15.9 
14.0 
II. 8 
14-5 
17. 1 



13-9 
13.2 



17. 1 
14.0 
14-3 
IS. 8 

14-5 
14.0 
14.0 
II. 6 
18.7 
20.6 
13-3 
16.8 
17.5 



IS. 3 
13-9 



19. S 

19. 1 
14-7 
IS. 3 



19.5 
18.2 

143 

20.6 

17.3 



17.3 

16. 2 



18.0 
19-7 
iS.o 
17. o 



18.5 

19 .s 

20. 4 



19 I 
19.2 



' Based upon more than 100,000 scores. — Munroe, DeVoss & Kelly, p. 81. 



iy6 



THE UNIVERSITY OF THE STATE OF NEW YORK 



It will be noted from the preceding table that the results attained, 
by the grades as a whole compare very favorably with the respective 
standard medians. All the grades with the exception of the eighth 
exceed the standard, and this grade failed by only one-tenth of one 
score of attaining its standard median. It is worthy of note that 
every grade in Alfred, Bevier, Lincoln, Oak, Rossville and St John 
schools exceeded the standard and that all but the eighth grade in 
Jefferson also exceeded the standard median. With the exception of 
Clinton, which does not maintain any of the grades above the fourth, 
Jarvis was the only one of the Binghamton schools where every 
grade failed to attain the standard score. 

Nothwithstanding the generally satisfactory results in the grades 
as a whole, a rather wide range of abilities, as shown by scores 
attained in the same grades in different schools, is indicated by the 
tests. This is shown below: 



I GRADE HIGH SCORE 

4 Laurel 15.8 

5 Alfred 17. i 

6 St John 20.6 

7 St John 20 . 6 

8 Oak 21.0 



VARIA- 

LOW SCORE TION 

Jarvis 5.5 10.3 

Jarvis 11. 5 5.6 

Jarvis 11. 6 9.0 

Fairview 14.3 6.3 

Fairview 15.0 6.0 



These variations, together with the exceptionally low scores 
attained in the Jarvis school, seem to suggest weaknesses that should 
be investigated with a view to determining the causes. 

A comparison of the median scores attained in the schools of 
Binghamton with those attained in certain other school systems is 
shown as follows: 

Table 27 

Binghamton median scores in silent reading compared with those 

attained in other cities 



SCHOOL SYSTEM 


MEDIAN SCORES BY GRADES 


■ 4 


5 


6 


7 


8 


Binghamton 

Utica 

First class cities in Kansas . . . . : 


II 

II 

8 
9 
8 
9 
10 
8 




2 
8 
7 
2 
5 
6 


13-9 
13-3 
13 -I 
14-3 
II. 8 
14.6 
14.4 
12.3 


15-3 
14-5 
13.8 
14-3 
12. s 
14.8 
ISO 
II. 8 


17-3 
16.9 
16. 1 
17-3 
14.0 
17.7 
18.0 
iS-4 


19. 1 
21. 1 
19.7 


Third class cities in Kansas 


20.6 








19.2 








9 '^ 


13-2 


13-9 


16.2 


19.2 









REPORT OF THE BINGIIAMTON SCHOOL SYSTEM I77 

Table 27 shows that when the medians of attainment in the schools 
of Binghamton are compared with those in other city systems, the 
comparison is very favorable to Binghamton, and in so far as the 
general character of the work is indicated by these medians, the 
reading in the elementary schools of this city ranks well as compared 
with that in other school systems. 

Handwriting 

The quality and speed of the handwriting of pupils in the Bing- 
hamton public schools were tested by means of what is known as the 
Gettysburg edition of Ayres Handwriting Scale. This scale 
consists of eight specimens of medium slant handwriting varying 
in excellence by very accurately adjusted intervals and rated at 
from 10 to 90 per cent respectively. This edition of the Ayres scale 
receives its name from the fact that the sentences to be written are 
the first three from Lincoln's Gettysburg Address. 

The directions for the use of the scale are in part as follows: 
" To secure samples of handwriting the teacher should write on the 
board the first three sentences of Lincoln's Gettysburg Address 
and have the pupils read and copy it until familiar with it. They 
should then copy it beginning at a given signal and writing for 
precisely two minutes. They should write in ink on ruled paper. 
To score samples slide each specimen along the scale until a writing 
of the same quality is found. The number at the top of the scale 
above this shows the value of the writing being measured. Disre- 
gard differences in style but try to find on the scale the quality 
corresponding with that of the sample being scored." 

The rate of speed in writing is determined by counting the actual 
number of letters written in the prescribed time. For convenience 
in doing this, a copy of the sentences to be written is provided with 
appropriate numbering. 

The directions for securing samples of handwriting as stated in 
the preceding paragraphs were followed in Binghamton. About one- 
half of these samples selected at random from those submitted from 
each grade were scored by a committee of teachers chosen by the 
superintendent of schools. Samples were not marked with the name 
of the pupil, the school or the grade ; instead the grade and school 
were written on the envelops containing the themes. When taken 
from the envelop each sample was given a code mark. Thus the 
scorers had no way of knowing from w^hat school or room the 



178 



THE UNIVERSITY OF THE STATE OF NEW YORK 



samples came. Each sample was scored by three different teachers, 
no one of whom knew the mark assigned by the others The aver- 
age of these three scores was given as the final score of the sample. 



Table 28 
Distribution of scores in handwriting 

Quality 



GRADE 


20 


30 


40 


SO 


60 


70 


80 


90 


Total 


Median 


Stand- 
ard 


4 


SI 


lOI 


90 


39 


18 


2 


I 




302 


39-9 


46 


5 


19 


82 


66 


47 


39 


II 


2 




266 


45-0 


SO 


6 


18 


SS 


47 


66 


41 


20 


S 




252 


51.4 


54 


7 


4 


18 


34 


36 


41 


32 


7 




172 


S8.3 


S8 


8 


I 


5 


12 


22 


42 


29 


18 


3 


132 


66.2 


62 




93 


261 


249 


210 


181 


94 


33 


3 


I 124 





Speed 



GRADE 


10 


20 


30 


40 


SO 


60 


70 


80 


90 


100 


no 


120 


130 


Total 


Median 


Stand- 
ard 


4 


2 


8 
6 
I 
I 
I 


35 

18 

7 

3 

S 


85 
45 
29 
16 
15 


66 

S2 

SS 

24 
16 


6s 
S3 
60 
33 
20 


31 
61 
35 
40 
24 


9 
27 
39 
26 

27 








I 




302 
266 
252 
172 
132 


53-2 
62.3 
65.7 
72.3 
73.8 


S6 
64 
71 
76 
80 


s 


2 
14 
13 
10 


9 
13 
9 


2 
2 

4 


6. . . . 




I 
3 


I 


7 




8. 






2 






17 


68 


19c 


213 


231 


191 


128 


39 


31 


8 


5 


I 


I 124 







The distribution of scores in handwriting is given in table 28. 
The median attainment of each grade in quality as compared with 
the standard is given in the first part of the table, the second part 
gives the median attainment in speed. 



RF.rORT OV Till', r.TNr.llAMTON SCITOOT. S^'STE^^ 



179 




50 55 

' — QUALITY- 



70 



Ayrc5 Standard 
.Bin^hamton 



■Chart 21 
Showing quality and speed of writing in elementary grades compared with 

Ayres standard 

Chart 21 shows graphically the achievement of Binghamton pupils 
in handwriting in terms of the Ayres standard. It shows that as the 
grades advance the pupils write relatively better, but it also shows 
that they write relatively slow^er. It is noted that the quality of the 
fourth, fifth and sixth grades is below the standard. The seventh 
grade equals the standard and the eighth grade exceeds it, while no 
grade reaches the standard score in speed. In this connection it is of 
interest to observe that the emphasis during the past year on the 
part of the supervisor of writing has been to improve the quality of 
the writing and for that reason less attention has been given to 
speed. The improvement in quality is greater from the sixth to 
seventh and seventh to eighth than between the lower grades, while 
the speed of the eighth grade only slightly exceeds the speed of the 
seventh. Improvement in speed is much more rapid between the 
fourth and fifth grades than elsewhere. Table 29 discloses very 
vi^ide differences both in quality and speed. It will be observed that 



i8o 



THE UNIVERSITY OF THE STATE OF NEW YORK 



the maximum variations in quality in the grades are as follows: 13.4 
in the fourth ; 19.4 in the fifth ; 17.1 in the sixth ; 22.4 in the seventh, 
and 17.7 in the eighth grades. 



Table 29 
Medians of quality and speed attained in handwriting 



QUALITY 



Jefferson. 

Pine 

Fairview. , 
Laurel. . . 
Clinton. . 
Rossville . 

Oak 

Lincoln . . 
Jarvis ... 
Robinson . 
St John.. 
Carroll... 
Bevier. . . 



45.0 
37-2 
34-1 
40.7 
47-5 
42.5 
42.5 
36.8 



57-5 
46. 1 
38.3 
50.0 



40.0 
41.9 



43-5 



S8.6 
SS-O 
52.0 
63.1 

55-0. 



51-7 
46.0 
60.0 



52.0 
53.8 
Sl-3 
72.9 



65.0 
58.6 
SO. 5 



53-5 
48.1 
49-0 
37-2 
49.0 
43.3 
66.3 
63.2 



62. 5 
46.1 
72. S 
48.3 



55-0 



7.'; 





61 


.S7 


.5 


71 


72 


5 


66 


.S.S 





66 


70 


6 


91 


45 





88 


60 





62 


67 


5 


77 



60.0 

46.4 
61.8 
49.4 



78 



Grade medians 39-9 



58.3 



62.3 



6S-7 



87 
48 
84 
58 


I 
8 








82 


5 






58 

95 

77 


8 





73 8 



The maximum variations in speed are as follows : 30.7 in fourth 
grades ; 30.0 in fifth ; 44.6 in the sixth ; 36.7 in the seventh, and 46.2 
in the eighth grades. It would seem that there is too much varia- 
tion both in speed and in quality in the handwriting. The relation 
between quality and speed is worthy of investigation. For instance, 
if we take the schools ranking first in speed in the respective grades, 
we find a wide variation in quality. This is shown in the following 
table: 

GRADE SCHOOL SPEED QUALITY 

4 St John I 6 

5 ..Rossville I 12 

6 Jefferson i . 11 

7 St John I 3 

8 St John I 7 



If we consider the schools ranking first in quality in the respective 
grades, there is a variation in speed as shown below : 

GRADE SCHOOL QUALITY SPEED 

4 ■ Clinton i 8' . 

5 Jefferson i 6 

6 Laurel i 11 

7 Laurel i 8 

8 Laurel i 7 



REI'OKT OF TJIE lUNCllAMTON SCHOOL SYSTEM 



i8i 



There is but one exception to the fact that schools standing high 
in speed stand comparatively low in quality, and those high in 
quality are low in speed. Examination of the records of all schools 
confirms this statement. The one exception to this statement is 
Bevier School, the pupils of which school stand relatively high both 
in quality and speed. 

Just what the relation between speed and quality should be is a 
matter for the supervisors to determine. They should learn, if 
possible, whether the proper relation between speed and quality has 
been maintained in the different schools and should also establish, if 
possible, a normal speed in handwriting beyond which it is unwise 
to go. Quality should not be sacrificed in order to produce rapid 
writing. The amount of written work which pupils are given in 
the different schools may affect the situation. 

Table 30 
Binghamton median scores in quality and speed in handwriting com- 
pared with those attained in other systems 

Quality 



SCHOOL SYSTEM 




F- 


GRADES 






Number of 


4 


5 


6 


7 


8 


scored 




40 


45 
45 
49 
43 
55 
SI 
55 
46 


SI 

48 
52 

47 
59 
SS 
58 
49 


59 
50 
57 
S3 
64 
59 
60 
57 


66 
55 
61 
57 
70 
63 
67 
62 




Cleveland ' 


25 387 


Iowa 2 


45 
37 
SO 
46 
49 
40 


Starch ' 


4 740 






34 000 


St Paul 


Utica 


I 652 





■^ Judd, Charles H. " Measuring the Work of the Public Schools "; " Report Survey Committe 
of the Cleveland Foundation 1916." 

2 Ashbaugh, E. J. " Handwriting of School Children " (University of Iowa Bulletin 15, March 
1916). 

'Starch, D. " The Measurement of Efficiency in Reading, Writing, Spelling and English" 
(University of Wisconsin, 1914). 

* Second Annual Report of Bureau of Educational Measurements and Standards (State Normal 
School, Emporia, Kan.). 

6 Freeman, F. N. Fourteenth Year Book of the National Society for the Study of Education 
(pt. I, 1915). 



Speed 



SCHOOL SYSTEM 



Binghamton. . . 

Cleveland 

Iowa 

Starch 

Kansas 

Fifty-six cities. 

St Paul 

Utica 



62 
47 
51 
SI 

45 
67 



62 
60 
66 
57 
61 
59 
53 
78 



66 
70 
73 
65 
67 
63 
64 
90 



72 
76 
75 
7S 
71 
68 
70 
84 



74 
80 
77 
83 
73 
73 
78 
9S 



l82 THE UNIVERSITY OF THE STATE OF NEW YORK 

In table 30 the median scores in quality and speed have been tabu- 
lated from several sources. Binghamton occupies a middle ground 
among the cities here reported in both the quality and the speed of 
the handwriting of the pupils. 

Summary 

The standard tests which were given in arithmetic, speUing, 
writing, silent reading and composition show that the work is 
stronger in those subjects that are under the direction of special 
supervisors. 

Several classes in arithmetic are one or^ two grades below stan- 
dard, and a few are even three grades below standard in one or 
more of the fundamental operations. There is need of greater 
stress on both speed and accuracy, especially in the fourth, fifth 
and sixth grades. Wide variation of ability of pupils in certain 
classes should have special attention. 

The results in composition compare favorably with those attained 
in other systems. The general excellence of the results in the upper 
grades reflects the very efficient supervision that is being given, and 
is evidence of the good instruction in these grades. 

The spelling tests show that in general the pupils in the schools 
are well up to the standard set by the Ayres Scale. Forty-one of 
the fifty-six classes whose spelling ability was measured attained 
100 per cefit of the standard score. At the same time the fact that 
many pupils attained a rating of 50 per cent or less reveals a con- 
dition that should receive special attention. 

The silent reading test gives definite information regarding the 
pupils' power in thought-getting from reading. All the grades with 
the exception of the eighth exceeded the standard and this grade 
failed to attain the 'Standard median by only one-tenth of one point. 
In several schools every grade exceeded the standard. In com- 
parison with the medians of attainment in the schools of other cities, 
Binghamton's rank is very favorable. 

Special effort is being made to improve the quality of the hand- 
writing. The tests show that quality, particularly in the higher 
grades, is being emphasized. As the grades advance the pupils 
write relatively better, but they also write relatively slower. What 
should be the relation between speed and quality is a matter for the 
supervisors to determine. In comparison with other cities Bing- 
hamton occupies a middle ground in both the quality and the speed 
of the handwriting of the pupils. 




u 



H 



REPORT OF THE BINGIIAMTON SCHOOL SYSTEM 183 

10 

FINANCES 

To the average layman the item of first interest in connection 
with the schools of his city is that of cost. If in his judgment they 
are being managed with reasonable economy, he is satisfied. 
Unfortunately, the public has little opportunity to measure costs in 
any satisfactory manner. There are no means conveniently at hand 
to determine what is a reasonable expenditure. If the gross total of 
the budget stands forth clearly as a comparatively large item, any 
increase seems ground for a charge of extravagance, notwithstand- 
ing any evidence that due consideration for the needs of the children 
would have made necessary much larger appropriations. Little 
thought is given by the public to any comparative analysis of 
expenditures. Such an analysis is, however, a fundamental essential 
in order to reach any determination as to relative costs within the 
school system or in comparison with other systems. 

For purposes of comparison there is given in the following table 
a list of the cities of the north and west, having a population nearest 
to that of Binghamton, taken in order from the Financial Statistics 
of Cities for 191 7 issued by the United States Census Bureau. It 
will be observed that there are in the group of twenty-three cities, 
eleven larger than Binghamton and eleven with a population some- 
what less. Of the twenty-three cities in this group, ten are eastern 
cities, ten are cities of the middle west and three are cities of the 
Pacific coast. 

Table 31 

Population of twenty-three cities, with Binghamton as a median 

CITY POPULATION, I917 

Pawtucket, R. 1 59 41 1 

Berkeley, Cal 59 040 

Altoona, Pa 58 659 

Atlantic City, N. J 57 660 

Sioux City, Iowa 57 451 

Saginaw, Mich 56 055 

Flint, Mich 55 208 

Rockford, 111 55 i8S 

Pueblo, Col 54 462 

New Britain, Conn 54 192 

San Diego, Cal 54 103 

M Binghamton, N. Y 53 973 

York, Pa 51 656 

Springfield, Ohio 51 550 

Maiden, Mass 51 155 



184 THE UNIVERSITY OF THE STATE OF NEW YORK 

CITY POPULATION, 1917 

Lancaster, Pa 51 096 

Kalamazoo, Mich 49 266 

Davenport, Iowa 49 013 

Topeka, Kan 48 726 

Salem, Mass 48 562 

Haverhill, Mass '. 48 477 

Pasadena, Cal 48 277 

Bay City, Mich 48 166 

In table 32 these cities are arranged in order of the total govern- 
mental maintenance cost per capita for the year 1917. This includes 
the general maintenance expenses for all departments of govern- 
ment. 

Table 32 
Per capita payments for general city departmental maintenance 

expenses, 191 7 

CITY AMOUNT 

San Diego, Cal $27.75 

Atlantic City, N. J 26. 75 

Pasadena, Cal 20. 56 

Haverhill, Mass 17.61 

Berkeley, Cal 17.22 

Davenport, Iowa 16 . 24 

Binghamton, N. Y 16.07 

Maiden, Mass i5-90 

Salem, Mass IS • 76 

Pawtucket, R. 1 14.98 

Sioux City, Iowa 14.66 

M Saginaw, Mich 13-54 

New Britain, Conn 13. 15 

Rockf ord. 111 13 . 02 

Topeka, Kan 12 . 75 

Bay City, Mich 12.22 

Springfield, Ohio 1 1 • 99 

Kalamazoo, Mich 1 1 • 33 

Flint, Mich 10.45 

Pueblo, Col 10.18 

Altoona, Pa 9.72 

Lancaster, Pa 8.02 

York, Pa 7.67 

Average $14.68 

From the above table it is evident that in the expenditures for 
the maintenance of the city government, including the schools, 
BinghamtOQ occupies a position considerably above the median. 
From this table it is observed that Binghamton is number 7 in the 
group of twenty-three cities in the per capita payments for general 



REPORT OF TTIE BINGHAMTON SCHOOL SYSTEM 185 

city departmental maintenance expenses. The median for the group 
as is shown by the above table is $13.54- ^i'^e governmental cost per 
capita in Binghamton for the year was $16.07. It may be of interest 
to note in this connection that in 191 5 the per capita general depart- 
mental expenses in Binghamton were $11.83. The per cent of 
increase, therefore, in the per capita maintenance expenses of 
government in Binghamton during the past two years has been 
35.8 per cent. 

It is of interest to turn from the table above to the per capita 
cost payments for school maintenance. The following table shows 
that the per capita cost payments for the maintenance of schools in 
these cities vary from $3.49 in Lancaster, Pa., to $10.06 in Pasa- 
dena, Cal. 

Table 33 
Per capita payments for maintenance of schools, 1917 

Q-^^y AMOUNT 

Pasadena, Cal $10.06 

San Diego, Cal ^o.oi 

Berkeley, Cal • 8.94 

Atlantic City, N J 8.33 

Sioux City, Iowa 7-46 

Davenport, Iowa 7-04 

Rockford, 111 6.44 

Saginaw, Mich 6.15 

Topeka, Kan 6.12 

Bay City, Mich 6.00 

Kalamazoo, Mich 5-93 

M New Britain, Conn 5-75 

Maiden, Mass 5-6o 

Haverhill, Mass 5-54 

Binghamton, N. Y 5 4^ 

Pawtucket, R. I 5-38 

AUoona, Pa 5-36 

Springfield, Ohio 5 -04 

Pueblo, Col • 4-27 

Salem, Mass 4-09 

Flint, Mich 3-94 

York, Pa 3-6i 

Lancaster, P'a 3-49 

Average $6.09 

The per capita payments for school maintenance in Binghamton 
in 191 7 were $5.41. In comparison with the other cities in this group 
the cost payments per capita for the schools in the city of Bingham- 
ton are low. In 191 7, Binghamton's rank in the per capita expendi- 
tures for schools was number 15. In other words, while only six 



l86 THE UNIVERSITY OF THE STATE OF NEW YORK 

cities in this group show a larger governmental maintenance cost 
per capita, fourteen cities in the group show a larger expenditure 
per capita for schools. It is evident from the facts already presented 
that in Binghamton a relatively small percentage of the total govern- 
mental maintenance expenditures is used for the maintenance of the 
schools. In 191 5 the per capita school maintenance cost in Bingham- 
ton was $4.13. The table given above shows that the increase of 1917 
over 191 5 was $1.28 or 30.9 per cent for the two years. During 
this same period, as already noted, the increase in the general main- 
tenance expenses of government in the city was 35.8 per cent. 

The following table gives the percentage of general departmental 
maintenance expenses for schools in the twenty-three cities of the 
group for the year 191 7: 

Table 34 
Per cent of general city departmental expenses used for schools, 1917 

CITY . PER CENT 

Altoona, Pa 55 • i 

Kalamazoo, Mich 52.3 

Berkeley, Cal 51 -9 

Sioux City, Iowa 50.9 

Rockford, 111 49-5 

Bay City, Mich 49- 1 

Pasadena, Cal 48-9 

Topeka, Kan 48.0 

York, Pa 47 i 

Saginaw, Mich 45 . 4 

New Britain, Conn. ' 43.7 

M Lancaster, Pa 43 . 5 

Davenport, Iowa 43-3 

Springfield, Ohio 42 . o 

Pueblo, Col 41-9 

Fiint, Mich 37-8 

San Diego, Cal -. 36 . i 

Pawtucket, R. I 35-9 

Maiden, Mass 35-2 

Binghamton, N. Y 33-6 

Haverhill, Mass 31.4 

Atlantic City, N. J 31 • i 

Salem, Mass 26.0 

Average 42 . 6 

It is observed that Binghamton is number 20 in this group of 
cities in the percentage of governmental costs used for the mainte- * 
nance of schools. With the percentage of city departmental mainte- 
nance expenditures used for schools varying in the cities of this 
group from 26 to 55.1 per cent, the people of Binghamton can not 



REPORT OF THE BINGIIAMTON SCHOOL SYSTEM 187 

be satisfied with an allotment of 33.6 per cent to this most important 
of their community activities. Although Binghamton is the seventh 
city in rank in expenditures for general departmental purposes, the 
city authorities permit almost a minimum percentage to be used for 
the public schools. Only three cities in the group show a lower 
rank in this respect than Ijinghamton. 

In determining the relative expenditures for schools in any group 
of cities, several factors should be taken into consideration ; as the 
nvunber of children of school age in the city and the number in 
attendance in the public schools. Comparative costs on the basis of 
the number of children of school age in the city may be misleading if 
the number in attendance in private or parochial schools is large. 
As registration in these schools is large in several of the twenty- 
three cities in this group, there was taken for the purpose of further 
comparison the cost of the schools on the basis of the number of 
pupils in average daily attendance. The latest available figures for 
the cities in this group are from the report of the United States 
Commissioner of Education for 191 7, the statistical' part of which 
covers the school year ending June 1916. 

Table 35 , 
Maintenance cost per pupil in average daily attendance 

CITY AMOUNT 

Pasadena, Cal $87.37 

Atlantic City, N. J 71 ■ 13 

San Diego, Cal 69.65 

Berkeley, Cal 67 . 63 

Davenport, Iowa 53-63 

Kalamazoo, Mich 51-19 

Sioux City, Iowa 49-49 

Saginaw, Mich 46 . 69 

Pueblo, Col 45-56 

Topeka, Kan 45- 01 

M Pawtucket, R. 1 44- 16 

Binghamton, N, Y 43-36 

Rockf ord, 111 43-13 

Altoona, Pa 41-47 

Salem, Mass 41 .21 

Maiden, Mass 40.33 

New Britain, Conn : 39-23 

Haverhill, Mass 38.86 

Springfield, Ohio 36 . 90 

Flint, Mich 31 . 19 

York, Pa 31 -05 

Lancaster, Pa 30. 70 

Bay City, Mich No statistics given 

Average $47. 68 



188 THE UNIVERSITY OF THE STATE OF NEW YORK 

The table given above shows that the cost per pupil in average 
daily attendance in these cities in the year 191 6 varied from $87.37 
in Pasadena, Cal., to $30.70 in Lancaster, Pa. The table is not 
complete for the twenty-three cities as no statistics were given in 
the report of the Commissioner of Education for Bay City, Mich. 
The table, therefore, covers only twenty-two cities. The median 
maintenance cost per pupil on this basis was $43.76. The cost per 
pupil in Binghamton was $43.36. In this group of twenty-two 
cities, Binghamton is therefore just below the median. The cost 
per pupil in average daily attendance was 40 cents below the median 
for the cities of the group. It is observed that while the rank of 
Binghamton in the cost payments per capita for the schools is very 
low, Binghamton has approximately a median rank in respect to the 
maintenance cost per pupil in average daily attendance. This is due 
in part at least to the fact that Binghamton has a relatively small 
percentage of children between the ages of 5 and 13 years. In the 
cities of this group, the percentage of the population between the 
ages of 5 and 15 years varies from 20 per cent in Bay City, Mich., 
to only 12.6 per cent in Flint, Mich. Binghamton has only 13.8 per 
cent of the population between 5 and 15 years of age. These figures 
are taken from the United States census report of 1910 as the latest 
available figures on this matter. While the percentage may differ 
somewhat at this date yet the general situation doubtless remains 
the same. On this basis, Binghamton is number 21 on this list. In 
other words, twenty cities of the group show a larger percentage of 
the population between 5 and 15 years of age. This fact will tend 
to lower relatively the per capita cost of school maintenance. The 
table showing the maintenance cost per pupil in average daily attend- 
ance is a most accurate basis idt determining relative school costs. 

After having considered governmental maintenance costs in these 
cities and the amount and percentage of funds used for school 
purposes, it is of interest to note the estimated true value of property 
and the wealth back of each dollar used for school maintenance. In 
table 36 is given the estimated true value of property for each city 
of the group, taken from the Financial Statistics of Cities for 191 7. 

Table 36 
Estimated true value of property per capita, 1917 

CITY AMOLTNT 

Pasadena, Cal ; $1 791 

San Diego, Cal i 681 

Atlantic City, N. J I 643 

Ropkf ord, IJl , , , , . . i 563 



RETORT OF THE BINGIIAMTON SCHOOL SYSTEM iSq 

CITY AMOUNT 

Davenport, Iowa $i 535 

Topcka, Kan i 47^ 

Sioux City, Iowa i 237 

Springfield, Ohio i 210 

Berkeley, Cal i HQ 

Pawtuckct, R. I I 021 

Kalamazoo, Mich 9^7 

M Haverhill, Mass 959 

Altoona, Pa 928 

Binghamton, N. Y 924 

Salem, Mass 897 

Lancaster, Pa 863 

Flint, Mich ■ 862 

Maiden, Mass 854 

Saginaw, Mich 844 

New Britain, Conn 844 

York, Pa 773 

Pueblo, Col 56s 

Bay City, Mich 557 

Average $1 092 

From this table it appears that while Binghamton is somewhat 
below the median rank, number 14 in the group of twenty-three 
cities, it is apparently a prosperous community. In Binghamton the 
estimated true value of property per capita is $924, which is $35 
below the group median. 

The fact that for the year 191 7 the city of Binghamton was the 
seventh in this group of cities in departmental maintenance cost 
per capita and that for the same year on the basis of estimated true 
value of property Binghamton was fourteenth on the list would 
indicate that the rate of taxation must be somewhat above the median 
for the cities of this group. The following table shows the tax 
levy per $1000 for the year 1917 based on the estimated true value 
of property. 

Table yj 
Estimated true value of tax levy per $1000, 1917 

CITY AMOUNT 

San Diego, Cal , $32.87 

Pueblo, Col 32.22 

Bay City, Mich 29.68 

Binghamton, N. Y 25 . 00 

Saginaw, Mich 23 . 1 1 

Atlantic City, N. J 23.01 

Salem, Mass 22.90 

Flint, Mich ' 22.8b 

Maiden, Mass. .,.,., ,.., ,.,, ,..., 21.40 



190 THE UNIVERSITY OF THE STATE OF NEW YORK 

CITY ' AMOUNT 

Haverhill, Mass $20.20 

Sioux City, Iowa 20.11 

M Berkeley, Cal 19-52 

Kalamazoo, Mich 17-35 

New Britain, Conn I7-05 

Rockford, 111. : 16.38 

Pawtucket, R. 1 16.32 

Davenport, Iowa IS • 4i 

Topeka, Kan 15.26 

Pasadena, Cal 14-83 

Springfield, Ohio i4-0O 

York, Pa 13.07 

Altoona, Pa 12.25 

Lancaster, Pa 12.13 

Average $19.86 

The median for the group in respect to the estimated true value 
of the tax levy per $1000 is $19.52 for Berkeley, Cal. In Bingham- 
ton the estimated true value of the tax levy per $1000 is $25, 
which is the fourth highest in the group of twenty-three cities. 
This rate of taxation indicates that Binghamton is carrying a bud- 
get which is probably as large as the present financial resources can 
reasonably support. The total city budget seems to be near a maxi- 
mum limit. It is observed however, that although Binghamton ranks 
number 7 in this group of cities in the per capita maintenance cost 
of the government, the city ranks fifteenth in the per capita mainte- 
nance cost of schools, and twentieth in the percentage of general 
city departmental expenses used for schools. In other words, with 
a median estimated true value of property per capita but with a 
high tax rate made necessary by the relatively high government 
cost per capita, Binghamton has been content to use almost the 
minimum percentage of the total city maintenance expenditures 
for the support of the schools. 

The estimated real wealth back of each dollar used for school 
maintenance iA Binghamton is $170. In Bay City, Mich., one dollar 
is used for school maintenance for every $92 of estimated real 
wealth, and 49.1 per cent of city governmental maintenance funds 
are used for the schools. In Berkeley, Cal., one dollar is used for 
school maintenance for every $125 of estimated real wealth, and 51.9 
per cent of city governmental maintenance funds are used for the 
schools. In New Britain, Conn., one dollar is used for school main- 
tenance for every $146 of estimated real wealth, and 43.7 per cent 
of city governmental maintenance funds are used for the schools. 
In Binghamton, however, it is one dollar for the schools for every 



REPORT OF THE BINGHAMTON SCHOOL SYSTEM IQI 

$170 of estimated real wealth, and only 33.6 per cent of the general 
departmental maintenance funds for school purposes. 

Taking the group as a whole, the estimated real wealth back of 
each dollar used for school maintenance varies from $92 in Bay 
City, Mich., to $247 in Lancaster, Pa. The median for the group 
is $178 in Passadena, Cal. 

It is of interest in connection with the study of city government 
costs, and quite necessary in order to determine the economic 
status of a community, to consider the per capita debt. Jn table 38 
is given the net debt per capita for the cities of this group for the 
year 1917. (The net debt is the funded and floating debt less sink- 
ing fund assets.) 

Table 38 
Net debt per capita, 1917 

CITY AMOUNT 

San Diego, Cal $193 . ^2, 

Adantic City, N. J ." 125.85 

Pawtucket, R. 1 90.01 

New Britain, Conn 60. 74 

Pasadena, Cal 54-23 

Salem, Mass 50.46 

Pueblo, Col 48.43 

Springfield, Ohio 47-30 

Flint, Mich 44-78 

Binghamton, N. Y 38 . 39 

Topeka, Kan 34-95 

M Haverhill, Mass 33-82 

Altoona, Pa 31 .67 

Lancaster, Pa 3'i • 53 

Davenport, Iowa 30.76 

Berkeley, Cal • 28.20 

Sioux City, Iowa 27 . 26 

Maiden, Mass 26.16 

Kalamazoo, Mich 22.21 

York, Pa 21 . 79 

Bay City, Mich 16.64 

Saginaw, Mich , 14.29 

Rockford, 111 11-56 

Average $47.16 

In 1917 the per capita debt of Binghamton was $38.39, making the 
city number 10 in the group, slightly above the median. The average 
for the group is $47.16. While Binghamton is slightly above the 
median, it is nevertheless considerably below the average. The per 
capita debt, therefore, is not burdensome. 

There have been erected in Binghamton during the past few years 
two large elementary school buildings and a modern central high 



192 THE UNIVERSITY OF THE STATE OF NEW YORK 

school. Another large elementary school is now under construction. 
Some of the buildings have also been remodelled. There remains, 
however, much to be done toward providing proper accommodations 
for the school population in several sections of the city. In deter- 
mining on any basis of comparison of the outlay for new schools in 
different cities it is necessary to consider the expenditures for this 
purpose over a series of years. For this group of twenty-three 
cities the comparison has been made covering the period between 
1906 and 1916, with the exception of 1914 for which figures were 
not available. During this period, the capital outlay per capita was 
taken for each year, and then the averge per capita outlay for each 
city was determined for the ten-year period. The table showing the 
average for each city is as follows : 

Table 39 
Average annual per capita outlay for schools for ten-year period, 1906-16 

CITY AMOUNT 

Atlantic City, N. J $8.96 

York, Pa 7.94 

Maiden, Mass 7-40 

San Diego, Cal. (6 yrs.) 7 . 33 

Allentown, Pa 7 . 22 

Altoona, Pa 7.21 

Topeka, Kan 7.00 

Pueblo, Col 6.94 

Sioux City, Iowa 6.86 

Berkeley, Cal. (6 yrs.) 6.52 

New Britain, Conn 6.38 

M Haverhill, Mass 6. 16 

Springfield, 111 5.94 

Cantoi*, Ohio 5 . 78 

Rockf ord, 111 5-72 

Saginaw, Mich 5 , 67 

Lancaster, Pa 5 .40 

Pawtucket, R. I 5 . 37 

Springfield, Ohio 4.83 

Portland, Me 4.62 

Binghamton, N. Y 4 . 43 

Flint, Mich. (6 yrs.) 3.09 

Bay City, Mich 2. 57 

Average $6.63 

For this ten-year period Binghamton's rank among these twenty- 
three cities in the average annual per capita outlay for schools (new 
buildings, sites etc.) is one of the lowest, with an average annual per 
capita expenditure of $4.43 for this period. The median for the 
group is Haverhill, Mass., with an average of $6.16. It is evident in 



REPORT OF THE BINGHAMTON SCHOOL SYSTEM 



193 



comparison with the other cities that Binghamton has not met her 
full responsibility in j)roviding modern school buildings for the 
children of the city. Now that some progress in this matter is 
being made, the interest should not be relaxed. As soon as normal 
conditions will permit, the school authorities should see to it that a 
definite and constructive building program is carried through to com- 
pletion. More, probably, would have been accomplished thus far 
were it not for the unfortunate dual control of the school finances. 

Comparison with cities in New York 

The first part of this chapter has considered for purposes of com- 
parison the twenty-three cities in the northern and western states 
nearest to Binghamton in population. For the purpose of determin- 
ing the relative rank of Binghamton in comparison with other cities 
in New York, the following discussion is presented covering the 
cities of New York between 30,000 and 160,000 inhabitants. 

Although these cities vary widely in their population, they furnish 
the opportunity for an interesting study as they are operating under 
the same general conditions in the same state. Each city has of course 
its own social and economic problems. Some of these cities are part 
of a large metropolitan population, others are at a distance from the 
larger municipalities and are the center of their own commercial and 
industrial activities. With these differences clearly in mind, the 
comparisons may be helpful. 

The fifteen cities in this group, their population in 1917, and the 
per capita payments for general city departmental expenses are given 
in the following table : 

Table 40 
Per capita payments for general city departmental expenses, 1917 



CITY 


POPULATION 


CITY 


PER CAPITA 

PAYMENTS 


Syracuse 


155 624 
106 003 
99 838 
99 519 
87 401 
77 916 
53 973 
38 120 

37 759 
37 604 
37 353 
37 336 
37 103 
36 722 
30 390 


Yonkers 


$24 06 
23 63 
22 16 


Albany 


Mount Vernon 

New Rochelle 

Niagara Falls 

Albany 


Yonkers 


Schenectady 


20 07 


Utica 


19 17 


Troy 


Syracuse 


17 44 
16 89 


Binghamton 


Trov 


M Elmira 


M Poughkeepsie 

Binghamton 

Elmira 

Jamestown 

Utica 

Auburn 

Schenectady 

Amsterdam 


16 27 


New Rochelle 


16 0*7 


Auburn 

Niagara Falls 

Mount Vernon 

Amsterdam 

Jamestown 


15 62 
14 76 
14 62 
14 58 
14 00 


Poughkeepsie 


9 9"^ 


Average 


17 28 



194 THE UNIVERSITY OF THE STATE OF NEW YORK 

Of the fifteen cities in this group, Binghamton is number 7 in 
respect to population and number 9 in the per capita payments for 
general city departmental expenses. The average for the group for 
the year was $17.28; Binghamton's per capita payments for this 
purpose were $16.07 o^" $i-2i below the group average, and 20 cents 
below the median for the group. This table does not take into con- 
sideration interest charges or expenditures for outlays. It is, there- 
fore, a fair comparison of the governmental maintenance costs of the 
cities of the group. It is evident that. Binghamton holds a median 
rank i^i the group in the per capita maintenance cost of the city 
government. 

The following table shows the per capita payments in the year 1917 
for the maintenance of schools in the fifteen cities of this group : 

Table 41 
Per capita payments for maintenance of schools, 1917 

CITY AMOUNT 

Mount Vernon , $9.82 

Yonkers 7-74 

New Rochelle 7- 70 

Elmira 6.22 

Niagara Falls 5 • 70 

Jamestown 5-57 

Schenectady 5-42 

M Binghamton 5 • 41 

Poughkeepsie 5-28 

Albany 5 • 18 

Syracuse 5-00 

Utica 4-83 

Troy 4-75 

Auburn 4.34 

Amsterdam 3.3s 

Average $5-75 

On the basis of the per capita payments for school maintenance as 
given in the table above, Binghamton holds the median rank, being 
number 8 in the group. The per capita payments for school main- 
tenance in Binghamton in 1917 were $5.41, which was 34 cents below 
the average for the group. While a median position in this respect 
is not a satisfactory standard, yet it should be stated that, greatly 
to' the credit of Binghamton, the per capita payments for school 
maintenance were increased from one of the lowest of the group in 
1 91 6 to a median rank in 191 7. The per capita increase, from 
$4.52 in 1916 to $5.41 in 1917, was 19.6 per cent. 




The Laurel Avenue School 




The St lohn Avenue School 



REl'OR'I' OI- IIII': IIIXC.IIAMTOX SCHOOL SYSTEM I95 

The percentaj^e of general city departmental expenses used for the 
maintenance of the schools is given for the cities of this group in 
the following table : 

'I'Ani.E 42 
Per cent of general city departmental expenses used for the schools, 1917 

CITY PER CENT 

Mount Vernon 41 • 5 

Elmira 39-9 

Schenectady 3^-7 

Jamestown 37-7 

New Rochdlc 34-^ 

Binghamton 33 6 

Amsterdam 33-5 

M Utica 33-1 

Poughkeepsic 3- • 5 

Yonkers 32 • 2 

Auburn 29. 7 

Syracuse 28. 7 

Niagara Falls 28 . 4 

Troy 28.2 

Albany 27. 

■ Average 33-3 

It is observed that in this group of cities the percentage of general 
city departmental expenses used for the maintenance of schools var- 
ies from 2/ per cent in Albany, which is the lowest, to 41.5 in Mount 
Vernon, the highest in the group. The average for the group is 
33.3 per cent and the median 33.1 per cent. Binghamton .ranks sixth 
in the list with a per cent of 33.6, which is slightly above the group 
average. In this table, Binghamton shows a somewhat better rank 
than in the previous tables, nevertheless the importance of the pub- 
lic schools should demand a much larger percentage of the general 
c^ty departmental expenses than an average of 33.3 as is shown by 
this group. 

The fifteen cities in this group do not compare favorably with the 
group of twenty-three cities from various states used in the com- 
parative tables in the first part of this chapter in respect to the per 
cent of general departmental payments used for school maintenance. 
These percentages for the cities throughout the north and west 
varied from '26 to 55.1. The median for the larger group was 43.5, 
while the median for the group in New York is 33.1. The city of 
Binghamton, which is number 6 in rank among the fifteen cities of 
New York in the percentage of general departmental maintenance 
funds used for school purposes, ranks as number 20 among the 
7 



196 THE UNIVERSITY OF THE STATE OF NEW YORK 

twenty-three cities throughout the states of the north and west. 
Every city in the New York group ranks below the median and 
below the average for the group of twenty-three cities from the 
several states ; in fact the highest would fall below the fifteenth posi- 
tion. It seems, therefore, to be evident that the cities in the New 
York group show a very low percentage of general city departmental 
expenses used for school maintenance. 

In determining school costs, a very satisfactory basis of com- 
parison is the maintenance cost per pupil in average daily attend- 
ance. As the per capita maintenance cost does not take into con- 
sideration the percentage of children of school age in the population, 
or make any allowance for the children who may be in private or 
parochial schools, the maintenance cost per pupil in average daily 
attendance gives a comparison on the basis of the number of pupils 
under instruction. The following table gives the maintenance cost 
per pupil in average daily attendance in the fifteen cities of this 
group, for the school year 1917-18: 

Table 43 
Maintenance cost per pupil in average daily attendance, 1917-18 

CITY AMOUNT 

Mount Vernon $67.24 

Troy 65.94 

New Rochelle 63.59 

Yonkers 63 . 36 

Albany ., 56.88 

Elmira 54.73 

Binghamton 53 ■ 06 

M Auburn 51-94 

Schenectady 50.98 

Utica 50.96 

Niagara Falls 45 • 36 

Jamestown '. 44.78 

Syracuse 43 . 35 

Poughkeepsie 40. 35 

Amsterdam 37-39 

Average for group $52.66 

This table shows that the maintenance cost per pupil in average 
daily attendance in these cities for the year 1917-18 varied from 
$37-39 in Amsterdam to $67.24 in Mount Vernon. The average for 
the group was $52.66 and the median cost per pupil was 51.94- 
Binghamton expended for school maintenance $53-o6 per pupil 
in average daily attendance, which was 40 cents more than 



REPORT OF THE BINGHAMTON SCHOOL SYSTEM I97 

the group average and $1.12 above the median cost. In comparison, 
therefore, with the other cities of the group, Binghamton occupies 
a position slightly above median in the maintenance cost of the city- 
schools as determined by the number of pupils in average daily 
attendance. 

In the table given above for the cities of New York covering the 
year 191 7-18, it will be observed in comparison with table 35 that the 
maintenance cost of schools has increased since 1916, the latest year 
that figures were available for the group of twenty-three cities. 
These two tables, therefore, should not be used for making com- 
parisons as to costs between the two groups, except after noting that 
they cover periods nearly two years apart. It may be observed, how- 
ever, that in the year 1917-18 Binghamton held a median position 
among the fifteen cities in the group in New York as determined by 
the cost per pupil in average daily attendance, and that in 1916 in 
the group of twenty-three cities from the several states in the north 
and west the rank of Binghamton was relatively the same, being 
slightl}- below the median. The increase in the cost of school main- 
tenance in Binghamton during this period on the basis of these 
figures has been 22.3 per cent, nearly the same as in other cities of 
the State. 

The per capita estimated true value of property in any city bears 
a close relation to the cost of the city government. The following 
table gives the estimated true value of property per capita in the 
cities of the group for 1917: 

Table 44 
Estimated true value of property per capita, 1917 

CITY VALUE 

Yonkers $1 571 21 

New Rochelle i 366 60 

Mount Vernon i 344 09 

Syracuse i 206 y8 

Albany I 204 15 

Poughkecpsie i 192 90 

Niagara Falls i 149 02 

M Jamestown 935 57 

Binghamton 924 79 

Elmira 844 37 

Troy 816 66 

Utica 774 yj 

Schenectady 741 42 

Auburn 720 17 

Amsterdam 719 07 

Average $1 034. 10 



198 THE UNIVERSITY OF THE STATE OF NEW YORK 

On the basis of the estimated true vahie of property per capita, 
Binghamton is number 9 in the group of fifteen cities. The esti- 
mated true value of property per capita in Binghamton is $924.79, 
shghtly below the median of the group. The median for the larger 
group in the several states is, therefore, only a little greater than the 
median for the fifteen cities in New York. The position of Bing- 
hamton is, therefore, relatively the same as in the larger group. It 
is a middle class city handicapped neither by poverty nor riches. 

The rate of general property tax per $1000 on the estimated true 
value of property is given in the following table : 

Table 45 
Estimated true value of tax levy per $1000, 1917 

CITY ■_ VALUE 

Troy : $34-62 

Auburn ^ 30. 51 

Schenectady 28.87 

New Rochelle 27.04 

Utica ' 26.95 

Binghamton 25 . 00 

Mount Vernon 23 . 92 

M Elmira 23.73 

Niagara Falls 22.61 

Albany 22.54 

Yonkers 22.43 

Amsterdam 21.07 

Jamestown 20 . 52 

Syracuse 19 • 7i 

Poughkeepsie ; 19-47 

Average $24.60 

It is evident from the preceding table that in Binghamton the 
general property tax rate based on the estimated true value of 
property is somewhat above the median for the group and slightly 
greater than the group average. 

In this table the estimated true value of the tax levy per $1000 
varies from $19.47 in Poughkeepsie to $34.62 in Troy. It may be 
observed that in the group of twenty-three cities discussed earlier 
in the chapter the estimated true value of tax levy per $1000 varied 
from $12.13 to $32.87. The median for the twenty-three cities was 
$19.52. Thus, in every city of the group of fifteen cities in New 
York except one the estimated true value of the tax levy is above 
the median of the group of twenty-three cities; and the rank of 
Binghamton, whose estimated true value of tax levy is the fourth 



REPORT OF TIIR RINGTIAMTON SCHOOL SYSTEM IQQ 

highest of the group of twenty-three cities, is only sHghtly above the 
.'iverage of the estimated true value of the tax levy in the fifteen cities 
in New York. The average of the New York group is $24.60 while 
the average of the larger group is only $19.86. 

The general property tax is, therefore, apparently much higher 
in the fifteen cities making up the group from New York than in the 
group of twenty-three cities from the various states. 

As the interest charges must be met through the general property 
tax, it may be of interest to note the comparative figures given in 
the following table shov^nng the net debt per capita in the cities of 
this group for the year 191 7. (The net debt is the funded and 
floating debt less the sinking fund assets.) 

Table 46 
Net debt per capita, 1917 

CITY AMOUNT 

Mount Vernon $l 1 1 . 84 

Yonkcrs 9-2-77 

Xcvv Rochelle 84.72 

Niagara Falls 83.36 

Elmira 72. 51 

-Mbany 69 . 38 

Syracuse 63.98 

M Troy 62.07 

Jamestown 48. 31 

Schenectady 45-28 

Binghamton 38 . 39 

Utica 3 1 • Q7 

Amsterdam 30 . 42 

Poughkcepsie •. 17.20 

Auburn - 14.25 

Average $57 • 77 

In this group of cities the net debt per capita is the largest in 
Mount Vernon, $111.84, and smallest in Auburn, $14.29. Binghamton 
is number 1 1 in the group with a net debt per capita of $38.39. The 
median for the cities of this group is $62.07. This median indicates 
a larger per capita debt than in the group of twenty-three cities 
where the median per capita debt is $33.82. While the net debt per 
capita in Binghamton is below the median of the cities of this group, 
it is relatively higher in comparison with the cities of the same popu- 
lation in other states. Nevertheless, as has been already shown, the 
per capita debt in Binghamton is far from burdensome. 

A further statement giving an analysis of the distribution of school 



200 



THE UNIVERSITY OF THE STATE OF NEW YORK 



maintenance funds may be of interest. There has already been given 
table 43 the maintenance cost per pupil in average daily attendance 
in the fifteen cities in New York. In the table below is given the 
distribution of each dollar of the total current school expense for 
each city. This is divided into general control, expenses of instruc- 
tion, operation of school plant, maintenance of school plant, auxiliary 
agencies, and fixed charges. The cities have been arranged alpha- 
bet cally in the list. 

Table 47 
Distribution of each dollar of total current school expenses for 1917-18 







SCHOOL 


PLANT 






EXP 
GENERAL ^ il 


. OF 

rRuc- 






AUXI- 








LIARY 


FIXED 


CONTROL '^^^ 






AGEN- 


CHARGES 










CIES 








TION 


TENANCE 




.025 


760 


.155 


.030 


.029 


.001 


.049 


732 


.130 


.027 


.042 


.020 


.041 


727 


.153 


.036 


.015 


.027 


.027 


738 


.160 


.028 


.030 


.017 


.037 


737 


.164 


.030 


■ .018 


.014 


.040 


715 


.167 


.050 


.019 


.009 


.047 


716 


.117 


.038 


.066 


.016 


.032 


750 


.137 


.033 


.033 


.009 


.035 


7K0 


.129 


.042 


.021 


.023 


.056 


085 


.161 


.040 


.028 


.030 


.028 


,720 


.148 


.033 


.044 


.027 


.024 


7t>9 


. 112 


.046 


.029 


.020 


.033 


755 


.159 


.018 


.028 


.007 


.031 


739 


.158 


.034 


.017 


.021 


.031 


785 


.117 


.045 


.016 


.006 


13 


8 


4 


13 


5 


8 



TOTAL 
CURRENT 
EX- 
PENSES 



Albany 

Amsterdam 

Auburn 

Binghamton 

Elmira 

J amestown 

Mount Vernon 

New Rochelle 

Niagara Falls 

Poughkeepsie 

Schenectady 

Syracuse 

Troy ■ 

Utica 

Yonkers 

Binghamton's rank. 



$1 .00 



Only two cities of the group show a lower percentage of expendi- 
tures for purposes of general control. For the operation of the 
school plant these cities use from 11. 2 per cent to 16.7 per cent of 
the total current expenses. Binghamton uses 16 per cent and ranks 
number 4. The excellent condition of the buildings in sanitation and 
cleanliness indicates that careful attention is being given to the opera- 
tion of the plant. In the maintenance of the school plant, Bingham- 
ton's rank is low, being number 13 in the group ; 2.8 per cent of the 
current expenses are used for this purpose. This low maintenance 
cost is to be expected where such careful attention is given to the 
operation of the plant. 

In expenditures for auxiliary agencies Binghamton's rank is rela- 
tively high, number 5 among the fifteen cities. This indicates in 
some degree the attention which is being given to health education, 
medical inspection, recreational activities, social centers, night and 



REPORT OF TIIK I'.I N( ; 1 1 A M TON SCHOOL SYSTEM 201 

vacation schools, and other cominunit}' hiterests. The figures given 
at the foot of the table show the rank of Binghamton as compared 
with tlie (Hfferent cities. 

It may be observed in general that in the percentage distribution 
of the school maintenance funds, Binghamton does not differ widely 
from the general policy followed in the other cities of the group. 

The table gives some interesting facts with regard to the per- 
centage of funds used for instruction purposes. It is observed that 
in all the cities of the group there is a rather striking ratio which 
this part of the budget bears to the total school costs. The expenses 
of instruction in these cities are between 68.5 per cent and 78.5 per 
cent of the total expenditures for school maintenance. The follow- 
ing table gives this percentage for each city of the group : 

Table 48 
Percentage of maintenance expenses used for instruction purposes 

CITY PER CENT 

Yonkers 78. 5 

Syracuse 76 . 9 

Albany 76 . 

New Rochelle 75.6 

Troy 75-5 

Niagara Falls 75 . 

Utica 73 . 9 

M Binghamton 73 . 8 

Elmira TZ-y 

Amsterdam 73 . 2 

Auburn 72.8 

Schenectady 72. 

Mount Vernon 71.6 

Jamestown 71.5 

Poughkeepsie 68. S 

It may be observed that Binghamton is the median in rank in the 
percentage of school maintenance expenditures used for instruction 
purposes. 

It was stated in the chapter on the teaching staff that the number 
of pupils in average daily attendance for teachers was normal in the 
elementary grades and unusually low in the high school. In order to 
determine the instruction (salary) cost per pupil in average daily 
attendance in the elementary grades and in the high school, tables 
49 and 50 have been prepared. Table 49 shows the salary cost per 
pupil in the elementary grades in the fifteen cities. 



202 the university of the state of new york 

Table 49 

Salary cost per pupil in average daily attendance 1917-18, in elementary 

schools 

CITY AMOUNT 

Troy $40. 15 

New Rochelle 39-64 

Yonkers ' 37-87 

Mount Vernon 34-15 

Utica 33-23 

Elmira 33-02 

Albany 32.65 

M Schenectady 31 . 54 

Binghamton 31-54 

Auburn 29.85 

Niagara Falls 27.09 

Syracuse 25 . 95 

Jamestown 23 . 37 

Amsterdam 21 . 98 

Poughkeepsie 20. 81 

The salary cost per pupil in these cities varies from $40.15 in Troy 

to $20.81 in Poughkeepsie. The salary cost per pupil in average 
daily attendance in Binghamton is $31.54. Bihghamton's rank in this 
respect is at the median. 

In table 50 is given the salary cost per pupil in average daily 
attendance in the high schools in the fifteen cities. 

Table 50 
Salary cost per pupil in average daily attendance in high school, 1917-18 

CITY AMOUNT 

Yonkers $98. 18 

Binghamton 89 . 66 

New Rochelle 86.13 

Mount Vernon 76 . 85 

Albany 69. 16 

Utica 65 . 63 

Niagara Falls 62.65 

M Syracuse 61 . 73 

Auburn 61.13 

Schenectady 60. 52 

Jamestown 57. 75 

Troy 54-68 

Amsterdam Si • 33 

Elmira 46 . 58 

Poughkeepsie 43-05 



REPORT OF THE BINGJIAMTON SCHOOL SYSTEM 203 

It will be observed that in the salary cost i)er pupil- in average 
daily attendance in the high school, the rank of Bingbamton is, u^ith 
the exception of Yonkers, the highest on the list. The salary cost 
per pupil in Bingbamton is $27.93 above the median for the group. 

In this connection it will be observed that this is due in large part 
to the small average daily attendance per teacher. It can not be due 
to high salaries, as the median salary paid in the high school is very 
low. In other words, although the salary schedule for teachers in 
the high school in Bingbamton is far below a satisfactory standard, 
the small registration per teacher in the high school, due in part to 
the special emphasis on supervision, resvtlts in a large salary cost 
per pupil. 

Taking all schools of the city as a whole, the salary cost per pupil 
in average daily attendance is $^/. 24. In this comparison Bingbam- 
ton is number 7 in the grovtp of fifteen cities. The salary cost per 
pupil in vocational subjects is also of interest. 

Tablk 51 
Salary cost per pupil in average daily attendance, 1917-18 

CITV VOCATIONAL ALL SCHOOLS 

New Rochellc $45-96 

Yonkers $146.70 44-63 

Troy 151-75 44-01 

Mount Vernon 87.42 41 . 28 

Elmira 161. 37 37-76 

Albany 136-95 37-71 

Binghamton 71-85 37-24 

M Utica : 36.41 

Schenectady 59-17 34-88 

Auburn 34- 50 

Niagara Falls 31 -07 

Syracuse 30-45 

Jamestown 68. 18 28.71 

Amsterdam 92-53 25.81 

Poughkeepsie 25 . 15 

Binghamton's median position in the general salary cost per pupil 
is apparent. The fact that Binghamton occupies this median posi- 
tion is not due to any merit in the salary schedule, which is far too 
low to attract or to hold teachers of the best training and experience. 



204 THE UNIVERSITY OF THE STATE OF NEW YORK 

It is explained rather by the fact, as stated before, that there is an 
adequate teaching force, with a normal class registration in the ele- 
mentary grades, but with a low class registration per teacher in the 
high school. 

The tables given above do not in any sense serve as a comparison 
of salary schedules. For instance, both Utica and Schenectady have 
higher salary schedules for the individual teachers than Binghamton. 
In the elementary grades the median salary in Utica is $850, in 
Schenectady, $750, but in Binghamton it is $725. In the high school 
the median salary in Utica is $1150, in Schenectady $1000, while in 
Binghamton it is $950. Notwithstanding the lower' median salaries 
that are being paid in both elementary and secondary grades, Bing- 
hamton ranks slightly higher than Utica and Schenectady in the 
salary cost per pupil in average daily attendance in all schools. Bing- 
hamton's median position in the group does not indicate a median 
position in respect to the salary schedule. The actual salaries paid 
are low. 

The salary' cost per pupil in average daily attendance in the voca- 
tional classes is unusually large in several of the cities as compared 
with the per pupil salary cost for all schools. The salary cost per 
pupil for vocational training in Binghamton is not abnormally large 
as is the situation in several other cities of the group. Only two 
cities show a lower per pupil salary cost for this work than Bingham- 
ton. The average daily attendance in these classes is very small, less 
than one hundred in all cities except Mount Vernon and Yonkers. 
In Binghamton the salary cost in the vocational school is slightly 
less than the salary cost per pupil in the high school. In this respect 
Binghamton does not pay for the vocational classes the large amount 
per pupil as in some of the other cities. Moreover, the articulation 
of this work with the general high school activities gives a healthful 
tone to the vocational work which is sometimes lacking in other 
organizations. 

Budget Analysis 

The total city budget in Binghamton for the year 1918 was 
$1,512,424.73, of which $378,403, or 25 per cent, was for the support 
of the public schools. The budget for this year, therefore, appro- 



KKl'OKT OI- Till': BINGIIAMTON SCHOOL SYSTEM 



205 



prialed 25 cents of each dollar for public education. Chart 22 
shows the manner in vvh ch each dollar was a])i)ortioned. 




Chart 22 
Showing how each dollar of the city budget was apportioned for the year 1918 



It was noted early in the chapter that Binghamton used 33.6 per 
cent of the maintenance funds for general departmental expenses 
for school purposes. This is a low percentage for educational needs. 
Of the total budget for all purposes in 191 8, the schools received 
only 25 per cent. 

For some reason it seems to be a popular cry in municipal financial 
discussions to charge the schools with extravagance. Money may be 
expended freely for other purposes and no outcry is made, but when- 
ever the educational budget shows any tendency to increase there 
are those in the community who can see nothing but waste and use- 
less expenditure. 

The total city budgets for . Binghamton for the past six years, 
together with the appropriations for the public schools, have been as 
follows : 



206 



THE UNIVERSITY OF THE STATE OF NEW YORK 



Table 52 
Binghamton city budgets, 1913-18 



TOTAL 
BUDGET^ 



AMOUNT 

APPROPRIATED 

FOR PUBLIC 

SCHOOLS 



PER CENT 
OF TOTAL 

FOR 
SCHOOLS 



1913- 
1914. 

1915- 
1916 , 
1917. 
1918. 



S62I 055 
692 240 
922 182 
025 968 
192 269 
512 424 



^178 280 
179 020 
242 399 
301 826 

334 190 
378 403 



1 Deducting Broome county tax. 



In 1913 the per cent of the total budget appropriated to the 
pubhc schools was 28.7; in 1918, the public schools received only 
25 per cent of the total city budget. The appropriations for gen- 
eral departments of city government and for public works have 
increased far more rapidly than appropriations for the public schools. 
The following table gives the budget appropriations for the different 
departments of city government for the years 1913, 1917 and 1918: 

Table 53 
City budget appropriations in Binghamton for 1913, 1917 and 1918 

DEPARTMENT OF GOVERNMENT I9I3 IQI? IQiS 



Public works 

Public schools 

Police 

Fire 

Charity and hospital 

Library 

Health 

General 



$108 269 
178 280 
55 584 
59 575 
30 525 
II 050 
16 526 
161 246 



$205,789 
334 190 
75 975 
94 600 
47 430 
14 000 
17 082 
403 203 



mo 847 

378 403 

93 422 

113 950 

59 715 

15 000 

16 212 

454 875 



Total city budget-^ 



521 055 $1 192 269 $1 512 424 



^Excluding Broome county tax. 



During the six years from 191 3 to 191 8 the total city budget appro- 
priations, excluding the Broome county tax, were increased from 
$621,055 to $1,512,424, or an increase of I43^per cent during this 
period. During this same period the increase in the budget appro- 
priations to the public schools was 112 per cent, to the general 



KRrORT OF THE BIXGIIAMTON SCHOOL SYSTEM 20/ 

departments of the city government 182 per cent, and to the depart- 
ment of public works, 252 per cent. 

A comparison of the budget approi)riations of 1917 and 1918 
shows that the total budget, excluding the county tax, was increased 
from $1,192,269 to $1,512,424, or an increase of 2"] per cent. The 
increase of 1918 over 1917 for the public schools was 13 per cent, 
for general departments 13 per cent, and for public works, 85 per 
cent. 

In the following table is given the percentages of increase in 
these departments during the two periods mentioned. 

Table 54 
Percentage of increase in Binghamton city budget appropriations 

DEPARTMENT I918 OVHR I9I3 I918 OVER I917 

Public works 253 85 

General deparlmcnts 182 13 

Public schools 112 12 

Total city budget 143 27 

The percentage of increase in the public school budget during these 
years has been scarcely sufficient to provide for the normal growth 
of the school system without taking into account the broadening 
of the school activities or the unusual increase in expenses due to 
the war. There appear to be other departments of municipal activi- 
ties of greater and more immediate interest than the public schools. 

It is also of interest to note the manner in which each dollar of 
the budget was used. The following tabk gives the distribution 
of each dollar of the budget for the years 1913 and 1918 : 

Tah'-e 55 
Distribution of each dollar of Binghamton city budget 

DEPARTMENT OF GOVERNMENT I913 I918 

Public works .17 .25 

Public schools .29 .25 

Police .09 .06 

Fire .09 .08 

Charity and hospital .05 .04 

Library .02 .01 

Health .03 .01 

General .26 .30 

Total $1.00 $1.00 

The limited appropriations to the schools as shown b}- this budget 
analysis, which is strengthened by the comparative tables covering 



208 THE UNIVERSITY OF THE STATE OF NEW YORK 

school and general maintenance expenditures in different groups of 
cities earlier in the chapter, would seem to indicate a failure on the 
part of those controlling the distribution of municipal funds to 
appreciate the vast service which the public schools of Binghamton 
are rendering toward the development and betterment of the com- 
munity life. 

Summary 

In Binghamton the per capita maintenance cost of government is 
relatively high compared with cities of the same class in other 
states and of median rank in comparison with other New York 
cities. The per capita expenditures for the maintenance of schools 
in Binghamton are of median rank for the New York cities but rela- 
tively much lower compared with the cities of the larger group in 
various states. It would appear that the New York cities as a group 
do not give a reasonable share of the general city departmental funds 
to the maintenance of the schools, as the percentage of general city 
departmental expenses for the maintenance of schools. is lower in the 
cities in the group from New York than in the group of cities from 
the various states. Binghamton is the median city in this respect in 
New York, but ranks as number 15 in the group of cities -from the 
different states. 

Binghamton's rank is approximately the average of the group of 
cities in New York in the maintenance cost of schools based on the 
number of pupils in average daily attendance, the data being taken 
for the school year 1917-18. In the group of twenty-two cities 
(no statistics available from one city) Binghamton's rank is just 
below the median. In other words, Binghamton occupies a median 
position in comparison with the cities of New York or with the 
cities of other states in respect to the maintenance cost of schools 
per pupil in average daily attendance. 

Binghamton is a prosperous well-to-do city. The per capita esti- 
mated true value of property is $924.79. In comparison with the two 
groups of cities it is just below median rank. The tax levy 
in Binghamton based on the estimated true value of property is rela- 
tively high, as. compared with the other cities in the larger group. 
The estimated true value of the tax levy per $1000 in Binghamton is 
$25, the average for the New York group is $24.60, and for the 
cities of Binghamton's class in other states, $19.86. 

The cities of the State of New York seem to be spending too much 
money on the general departments of city government or, too little 
on the maintenance of schools. In cities of the size of Binghamton 



REPORT OF THE BINGIIAMTOX SCHOOL SYSTEM 209 

in other states, an average of 42.6 per cent of the payments for gen- 
eral city departmental purposes are used for school maintenance. 
The average in New York, 33.3, which Binghamton exceeds by 
three-tenths of i per cent, is not a satisfactory standard. 

Although Binghamton's tax rate is relatively high, the net debt 
per capita is low. There is, therefore, no reason why steps should 
not be taken as soon as war conditions permit to see that plans are 
prepared and bond issues authorized to provide the necessary modern 
school buildings in those parts of the city where antiquated and 
unsatisfactory buildings are still in use. 

Binghamton ranks very low in the per capita outlay for schools 
during the past ten years. Only two cities of the group of twenty- 
three cities show a smaller per capita expenditure for new buildings 
and sites. 

The percentage distribution of school maintenance funds in Bing- 
hamton varies little from other cities of the State. 

The salary cost per pupil in average daily attendance in the ele- 
mentary grades is slightly below the median; in the high school it 
is somewhat above the median. The median salary in both ele- 
mentary grades and in high school is low. The salary cost per pupil 
for the city as a whole is approximately the median of the fifteen 
cities in the New York group. 

The analysis of the total city budget for the past six years shows 
that during this period the percentage of appropriations for general 
city departments has increased 4 per cent ; for public works, 8 per 
cent ; but the percentage of appropriations for the schools has 
decreased nearly 4 per cent. The increase in the total city budget 
during these six years was 143 per cent. The increase in the public 
school budget during this period was 112 per cent, while the appro- 
priations for public works increased 252 per cent. 



INDEX 



Abraham I.incoln school, 40, 42, 44, 

43, 46, 47. 49, 50, 51. =^3. 56, 57, 58, 

59, 60, 164. 170, 173, 175, 176, 180 
Air space, 46 

Alfred Street school, 40, 43, 44, 46, 
47, 48, 49. 50, 51, 53. 56. 57, 58, 59. 

60, 164. 170, 173.. 175, 176 
Ancient languages in the high school, 

123-25 
Ariilimctic, does not have special 

supervision, 62; time given to, 88; 

instruction in, 95-98 
Arithmetic tests, 12, 151-68 
Auditorium in high school, 138 

Bevier Street school, 29, 30, 40, 43. 

44, 46, 47, 49, 56, S7< 58, 59. 164. 
170, 173, 175, 176, 180; 181 

Binghamton, 15-18; percentage of 
native white inhabitants, 9, 16 

Biologic science, high school instruc- 
tion. 127 

Blackboards, 53 

Board of education, 10; functions, 
19; changes in personnel from 1913 
to 1918, 21 ; frequent changes in- 
terfere with constructive educa- 
tional program, 22 ; no control over 
handling of school funds, 22 ; 
meetings, 23; requisitioning of 
supplies, 24; auditing and payment 
of claims. 25; control of budget, 
25 ; providing proper school "accom- 
modations, 27; charter limitations, 
28; executive supervision, 30; 
supervision of business affairs by 
secretary, 31; audit of books, 33; 
educational supervision, 34 

Bowls, sinks and baths, 52 

Budget, control of, 25 ; analysis, 204-8 

Buildings, cleanliness and sanita- 
tion., 11; supervision of. 23'y dis- 
tribution of, with relation to pop- 
ulation, 38; care of, 54; high 
school. 54; scoring of, 54-58; 
elementary school, 58-60 

Carroll Street school, 40, 41, 43, 44. 

46, 47, 48, 49*50, 51, 52, 53, 56, i7. 

58, 59, 60, 99, 164, 170, 173, 175, 

180 
Classics in the high school, 123-25 
Classrooms, 47-54; equipment of, 53 
Clinton Street school, 27, 40, 43, 44. 

45. 46. 47. 49, 51. 53. 56, 57. 58. 59- 

60. 164, 173, 175, 176, 180 



Cloakrooms, 53 

College entrance course, 143 

Commercial subjects, high school in- 
struction, 130-33, 147 

Composition tests, 168-71 ; in high 
school, 119 

Course of study, 11; elementary 
schools, 85-11 1 ; high school, 143- 
48 

Drawing, supervision, 65 ; course in, 
103-4; high school instruction, 
133-35 

Educational supervision, 34 

Elementary course, supervision, .63 

Elementary school buildings, 58-60; 
summary of physical conditions 
relative to, 44-47 

Elementary schools, principals, 70- 
~2; course of study and instruc- 
tion in, 85-1 I I 

Employment bureau, 137 

English, statement by supervisor, 
64; instruction in, 92-94. 1 17-19; 
lest in composition, 168-71 

English course, high school, 145 

Fairview Street school, 29, 30, 40. 
43, 44. 46, 47, 48, 49, 53, 56, 57, 58, 
59, 164, 170, 173. 17s, 176, 180 

Finances, 183-209; study of finan- 
cial situation, 13; questions must 
be submitted to city government, 

23 

Floor space, 46 

French, hi^h school course, 120 

Geography, course of study, 98-101 
German, high school course, 120 
Greek, high school course. 123 

Handwriting, supervision, 66; course 
in, 104-6; test in, 177-82 

Health education, supervision, 67; 
instruction in, 106-7 

Heating, 49-52 

High school, 112-49; well organized, 
12; building, 54'; supervision, 62; 
deans of classes, 63, 113; supervi- 
sory work, 70; analysis of work 
from point of view of individual 
pupil, 1 13-17; pupils' aims bejond. 
141-43 ; courses of study. 143-48 



212 



THE UNIVERSITY OF TPIE STATE OF NEW YORK 



History, course in, 101-3 ; liigh 

school instruction, 125 
Household arts, supervision of 

work, 65 ; high school instruction, 

135-37, 146 

Industrial arts, supervision of w^ork, 
65 ; high school instruction, 135-37, 
147 

Jarvis Street school, 2"], 40, 43, 44, 

45, 46, 47, 48, 49, 51, 52, 53, 56, 57, 

58, 59, 164, 170, 173, 17s, 176, 180 
Jefiferson School, see Thomas Jeffer- 
son school 

Kindergarten, supervision, 64 

Latin, high school course, 120, 123 
Laurel Avenue school, 40, 42, 44, 

46, 47, 48, 49, 50, 51, 53, 56, 57, 58, 

59, 99, 164, 170, 173, 175, 176, 180 
Lighting, 47 

Lincoln School, see Abraham Lin- 
coln School 

Manual arts, course in, 103 

Mathematics, do not have special 
supervision, 62; high school in- 
struction, 126 

Modern languages in the high 
school, 119-22 

Music, supervision, 6^; instruction 
in, 107^-9 

Normal entrance course, 144 

Oak Stree; school, 27, 28, 30, 40, 41, 
42, 44, 46, 47, 49, 56, 57, 58, 59, 60, 
164, 170, 173, 175, 176, 180 

Organization and administration, 19- 
37 

Penmanship, supervision, 66; course 
in,. 104-6; test in, 177-82 

Physical science, high school instruc- 
tion, 128-30 

Pine Street school, 40, 41, 43, 44, 46, 

47, 49, 51, 52, 53, 56, 57, 58, 59, 60, 
164, 170, 173, 175, 180 

Playgrounds, 44-46 

Primary vi^ork, supervision, 64 

Pupils, measuring achievements, 12 

Reading, test, 12; in primary grades, 

90; in high school, 119 
Reading, silent, tests in, 92, 174-77 
Recreational activities, supervision, 

68 
Robinson Street school, 40, 41, 44, 46, 

47, 48, 49, 50, 51, 53. S6, 57, 58, 59, 

164, 170, 173, 175, 180 



Rossville school, 29, 40, 42, 44, 46, 
47, 49, 53, 56, 57, 58, 59, 164, 170, 
173, 175, 176, 180 

St John Avenue school, 40, 42, 44, 

46, 47, 48, 49, 50, SI, 56, 57. 58, 59, 
164, 170, 173, 175, 176, 180 

School buildings, see Buildings 
School plant, brief description, 40-44 
Science, high school instruction, 127- 

30 

Scoring of school buildings, 54-58 
Secondary work, supervision, 62, 63, 

70 . . 

Social science-geography subjects, 

do not have special supervision, 62 

Spanish, high school course, 120 

Spelling, tests in, 172-74 

Study halls, 47-54 

Super.'ntendent of buildings, 21, 33 

Superintendent of schools, 10, 20, 30, 

34 

Supervised study, 87 
i Supervision of school system, 11, 
61-73 ; close articulation of all de- 
partments of, secondary work, 113 

Supervisors, report, 69 

Supervisory staff, 61-70 

Supplies, requisitioning of, 24 

Teachers, salary schedule, 11; sal- 
aries, 25 ; rating work of, through 
combined judgment of principal 
and supervisor, 69; growth in 
school attendance and in teaching 
staff from 1890 to 1917, 74; aver- 
age daily attendance in high school 
per .teacher, 75; training, 76-78; 
experience, 78 ; tenure, 79 ; salary 
schedule, 80-83 ; summary, 83 ; 
salary cost per pupil, tables, 201-4 

Teaching in the schools, somewhat 
uneven, 12 

Teaching staff, 11, 74-84 

Technical entrance high school 

; course, 145 

Tests, achievement in fundamental 
subjects as measured by standard 
tests, .150-82 

Thomas Jefferson school, 40, 44, 46, 

47, 49, 53, 56, 57, 58, 59, 60, 164, 
170, 173, 175, 176, i8o_ 

Time allotments to various subjects, 

88 
Toilets, 52 

Ventilation, 49-52 

Washington Street school, 42 
Windows, position of, 47-49 
Woodrow Wilson school, 59, 60 
Writing, supervision. 66 ; course in, 
104-6; test in, 177-82 



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